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Trout, Ethel Wendell, 1878- 
12} Raye 

The rise and fall of the 
Hebrew nation | 


Digitized by the Internet Archive 
in 2022 with funding from 
Princeton Theological Seminary Library 


https://archive.org/details/risefallofhebrewOOtrou 





The Rise and F ie of, the, 


Hebrew Nation — Ria 





Junior Department, Third Year 










By 
ETHEL WENDELL’ TROUT 





/ | 
The a eae Textbooks of Religious Education 
For Church Schools Having Sunday, Week 
Day, and Expressional Sessions 






Edited by JOHN T. FARIS, D.D. 





TEACHER’S EDITION 







Philadelphia 
The Westminster Press 
1924. 






Copyright, 1924 
By F. M. BRASELMAN 


Preface 


The Westminster Textbooks of Religious Education 
are planned to meet the needs of churches seeking to 
unify their educational program. The informational, de- 
votional, and expressional phases of religious education 
have been, heretofore, to a large extent independent of 
one another. This lack of correlation has been detri- 
mental to educational efficiency. Time and effort have 
been lost through duplication. Valuable information has 
failed to register itself in conduct because of the lack of 
suitable opportunities for expression. Many of our 
churches have been feeling their way toward better edu- 
cational standards. It is in response to the requests and 
needs of these churches that the series of lessons has been 
undertaken. 

These textbooks are planned for church schools having 
a Week Day Session, a Sunday Session, and an Expres- 
sional Session meeting either on Sunday or on a week 
day. An absolute differentiation of the three phases of 
the educative process is neither possible nor desirable. 
The lessons are so arranged, however, that the Week 
Day Session is mainly informational, the Sunday Session 
more largely devotional, and the third session of the week 
largely expressional. 

Since the course is a unity, it is not necessarily confined 
to the plan suggested. It would be equally suited to a 
week-day church-school system having three sessions a 
week and unrelated to the Sunday-school program of the 
community. The course could be adjusted to any local 
condition, provided the sequence of the lessons were 
maintained. 

Forty-two lessons of three sections each are provided 
for each grade, or year. It is thought that this will fur- 
nish material for a church-school program with three ses- 
sions per week throughout the public-school year. It is 


iii 


iv PREFACE 


also believed that many schools will find the material 
sufficient for the use of the Sunday Session during that 
part of the year when Week Day Sessions are discontin- 
ued. Much of this summer season might be spent in a 
rapid review of the work covered during the other part 
of the year. No exact adjustment to any particular cir- 
cumstances is attempted because of the fact that church 
schools differ widely in the matter of their summer ses- 
sions. Some are practically closed all summer; some con- 
tinue on as extensive a basis as during other parts of the 
year. The whole matter of adjustment is best left to the 
local church-school administration. If a church school 
practically closes at the beginning of summer, it would 
be well for the authorities of that school to plan for a 
completion of each year’s course at that time. If the 
school runs on through the summer with undiminished 
attendance, more time may be taken for the lessons, a 
part of each book being left for completion in the summer 
sessions. .Where this is done, the section intended for the 
week-day lesson may be taken on one Sunday of the sum- 
mer period, the Sunday lesson related to this week-day 
lesson for next Sunday, and the expressional lesson on a 
third Sunday. 


TABLE OF CONTENTS 


Pete LAC OMe ee rd RIS Pr ke aes ON GMa ab aie deb a hala a alelers 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER _ 


CHAPTER 


CHAPTER 


CHAPTER 


ose etree eevee eee eee seo eer stereos eee oee oe @ 


Tur Unitrrp KINGDOM 


tf 


II, 


III. 


meL AS 


Samuel, the Righteous Judge....... 
SAO DOSECIILN ITO Tae ey eee ae aie 
THowetOeACceptiid ONOLS way =. vais cele 
Saul Winning a Kingdom......... 
Saul Losing His Kingdom......... 
Blaming Others for One’s Own 

HAtilts ontecen ve loko teee ces eee 
PhesAncesiry, of: Wavidmue... - ste. 
David Called to a Kingdom........ 
Preparing for the Future... 1.1... 
WIAVIURDELOLe Salle ee rei oe tet 
WavideandgaOliaticos sues cies 
Overcoming Difficulties ........... 
Davideriatedebys oaditlw.. foarte. 
The Friendship of David and 

Onatiall etc sea ao ete ncn ae 
Winning Our Enemies............. 
David Becomes an Exile........ ea 
Davidweoparesvoauls items. ce 
Loyalty to Public Officials..... bs tid 
David an Exile in a Strange Land. 
David Chasing the Amalekites..... 
Workingwd ogether’ 0s; ees 
The Death of Saul and Jonathan... 
David’s Lament for Saul and Jon- 

ALD ATTN e se alts Vite ete 
Forgiving Those Who Have 

Farmed: U Siac, scraps wees eee 
How David Became King of All 

Tsraeh yen: c cake eee ene ce cehes 
Bringing the Ark to Jerusalem..... 
Reverence for Sacred Things...... 
(Sod sHeromise ton David tan fest: 
How David Received God’s Com- 

TiAl Sens yee OL A ec ee eh 
How to Receive Disappointments. . 


Vv 


vi 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


TABLE OF CONTENTS 


XI. 


XII, 


XII, 


SV. 


XV. 


XVI. 


XVII, 


PAGE 

David’s Kindness to the Son of 

Jonathan Ce aoe us os ins «ae 
Nathan’s Parable of the Pet Lamb. 100 
How’ to: Show Kindnesse:. «2 sewer 103 
AbsalomVthe “Draitor?.7.0..2 see 106 
The Defeat of Absalom............ 109 
The Commandment with a Promise 112 
David Makes Solomon King....... WES 
The Endiof aiGreat Lites. eee 118 
David’s Advice to Solomon........ 120 
Sdlomon’s Wise Choice............ 123 
The Wisdom of Solomon.......... 127 
Choosing they Bests... seca. seme 129 
Solomon Builds the Temple........ 133 
The Holy of sHoliesie) eee eee 137 
The House of God—Our Church.. 140 
The Temple Dedicated............ 143 
‘The Prayer’of Solomon... sene 145 


Dedicating Ourselves to God....... 148 
King Solomon in All His Glory... 150 
The Visit of the Queen of Sheba... 153 
How We Should Treat Foreigners. 155 


THE DivipEp KiIncpom 


XVIII. 


XX, 


XXI. 


XXII. 


XXITI. 


Why the Kingdom Was Divided... 161 
Rehoboam and His Rival Joroboam 164 
Taking the Advice of Those Wiser 
than:Ourselves™. 305.2 2% see 166 
The Northern Kingdom of Israel.. 169 
King Ahab and the Prophet Elijah. 172 
God’s Care for All Peoples......... 176 


The Contest on Mount Carmel..... 180 
Elijah -atebloreble is a hs ae ee 184 
‘Dhe'Stibeomallav oicevn.. eee ee 187 
The Story of Naboth’s Vineyard... 190 


One Prophet Against Four Hun- 
dred is te aes seh eiia tenia 193 
Moral: Courage o, ou en ee eee 197 


The Ending of Elijah’s Work..... 201 
Elisha, the Prophet of Helpfulness. 206 
How Little Deeds of Kindness Help 209 
Elisha and the Shunammite Woman 212 
Elisha Restoring a Child to Life... 215 
Showing Gratitude to God and to 
OureNeighborasace wc sce alee 219 


CHAPTER 


CHAPTER 
CHAPTER 


CHAPTER 
CHAPTER 


CHAPTER 
CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


TABLE OF CONTENTS vii 


XXIV. 


XXV. 


2 OO b 


XXVIT, 


XXVIII. 


XXIX, 


XXX, 


©, 0.4 F 


XXXII. 


XXXII. 


PAGE 

The Syrian General and the Little 
IV AIdMerte Sie ca rte eats 5 earl ate 222 
Hlishawands Naamatieus ay sects 225 


Enemies Who Became Friends..... 230 
Elisha’s Heavenly Defenders....... 234 


Returning, Good for Evil......;... 237 
GOOSPEFOLECLING Careers. sue 240 
The Great Famine in Samaria...... 244 
Hlisha swisasts Messages... ac oe 247 
The Value of Perseverance.. LA OK 
Northern Israel and the Prophets. 253 
ites DOWN alleor -istacl 1.) ost ea 255 
Messages of Amos and Hosea for 
RDO LAV are Mamta er UNS aie sates Seay ¢ 259 
The Story of the Southern King- 
CONTE renee OBS hoc ke MEE ENO cles elt Ss 262 


Joash, the Boy King of Israel...... 264 
Willing Gifts for God’s House..... 268 
Hezekiah Rebels Against Senna- 


CELI Dine Scena Se te eletme tans St 271 
Hezekiah Heeds the Prophet’s Mes- 

SA POMS Mate alee tis wits sete ome ae ete ae 2/5 
Taking Our Troubles to God...... 278 
The Messages of the Prophets of 

AEG ENT AG di eR tol iat re Anta? 282 


The Messages of Other Prophets.. 284 
Teachings of the Prophets for Us 
TRUE ELA ten pr Ae eM ar ri ea iad Ba 287 
Josiah Walks in David’s Ways.... 290 
The Great Passover of Josiah...... 294 


Cite Bible Ret ws cree eae te i ote 297 
Jehoiakim Burns the Prophet’s 

HV] ESSAM EEE r. eee acct cahiemte bere 300 
How the Bible Has Been Preserved 

TOLA CS Soi. ue ce ar SE es 304 
Lovertor. God s) Wotd siete es cee: 310 
ihe ast. Davs-o1 erusalenras ce 312 
The. Captives: of (Babvionv.e.. .. 02% 315 
The Lesson of Self-control........ 319 


THE EXILE, AND AFTERWARDS 


XXXIV. 


XXXV, 


The Glories of Babylon............ 322 
What the King’s Dream Meant.... 326 
Loyaltyttousrad muestra the us 329 
Pbhexorererote babylOile jan ate 332 
The Handwriting on the Wall..... 334 


Uriiem Pe AtriOtisiih vaer sires teri 337 


Vili 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


CHAPTER 


TABLE OF CONTENTS 


XXXVI. 


XXXVII. 


XXXVITI. 


XXXIX. 


XL. 


XLI. 


ALi 


PAGE 
The New Rulers in Babylonia...... 342 
Daniel Delivered from the Lion’s 


Dene isa tre ee eens ae 347 
Standing Firm for the Right....... 349 
Preparing for the Return from 

Bixile De oes oe oe gon 
The Return from the Exile........ 356 
World: Brotherhood 72. > 2.3 358 
Rebuilding the Temple............. 362 

Encouraging the Builders.......... 365 
Building for the Future........... 367 
Planning the Second Return from 

Exiles, ies.cmioveate os tee a ee 371 
The Arrival in Jerusalem.......... 373 
Responsibility for the Possessions 

of “Others ae ee 376 
Nehemiah Visits Jerusalem......... 379 
Nehemiah Builds the Wall......... 382 
Enthusiasm for, Our Tasks 207 eee 385 
EzratLeaches the Lawe «40: eee 388 
The Prophet Malachi... eee 391 
Knowing God’s Law and Doing It. 393 
The Story of the Maccabees....... 397 
The Lifetof Faith)... 25% eee 401 


SUGGESTIONS TO THE TEACHER 


In preparing to teach the lessons in this book, the 
teacher should, in the first place, read the selections from 
the Bible given at the beginning of each lesson. You 
should then read through the lesson, noting points which 
will be of interest to your particular class, and hunting 
up all information possible in your available reference 
books. Naturally the limits of space make it impossible 
to give everything that is given in larger books, which 
perhaps devote an entire volume to a subject here treated 
in only a few words. 

With each lesson you should try to find a tint of con- 
tact for your own class. The lessons are prepared with 
the thought of children nine, ten, and eleven years old, in 
mind, but if your class consists of nine-year-olds, or 
eleven-year-olds only, you will of course need slightly 
different treatment. Stories are suggested which the 
teacher may find of use in teaching the lesson. Often- 
times a modern missionary story will bring the lesson 
home to the class. 

The Week Day Session of the school is to be largely 
devoted to informational material. The Junior is at an 
age when his memory is keenly alert, and facts mastered 
now will become lifelong possessions. So, during this 
period, the geography and history of the Holy Land are 
given in brief form. Handwork, too, is useful for this 
session. Map-drawing is suggested; a map of plasticine 
may be completed during the sessions. A large black- 
board map of Palestine may be started, and filled in as 
the lessons progress. It will be well to have, also, a large 
wall map of Palestine to use in connection with the 
lessons. 

As the Week Day Session of the school is intended to 
appeal to the intellect, the Sunday Session is intended to 
appeal to the heart. ‘The week-day lesson is a back- 
ground of fact, on which the Sunday lesson is to be built. 


<r 


x | SUGGESTIONS TO THE TEACHER 


The Expressional Session is intended to give the pupils 
themselves an opportunity to put into words what they 
have got out of the other two sessions of the school. 
In the Junior Department this session must, of course, 
be under the guidance of an older person, but the pupils 
should be encouraged to express themselves and. what 
they feel, in their own words. Various topics are given 
which may be assigned beforehand to the pupils—perhaps 
at the previous Week Day Session—so that the children 
may have an opportunity to think about them and to say 
a few words on the subject, or, in exceptional cases or 
with older pupils, to write a report or “ composition,” as 
they doin day school. Verses are also suggested in con- 
nection with this session which may be assigned in ad- 
vance to individual pupils, who may either learn them, 
or copy them and read them when called upon. This 
method may be found -available for use in classes of 
younger pupils. Hymns correlating with the lesson and 
various questions are also given which the teacher will 
use as Seems wise in the individual class. 

Notebook Work is suggested, and can be carried out at 
any of three meetings of the class. In connection with 
the Notebook Work you will find useful the small 
Biblical pictures which you can obtain from the Wilde 
Picture Company, or the depositories of the Board of 
Christian Education of the Presbyterian Church in the 
U.S. A., at one cent apiece. 


REFERENCE Books WuHicH Witt, Prove Usrrut 


Kent, “ Biblical Geography and History.” 
Davis, “ A Dictionary of the Bible.” 
Grant, “ The Orient in Bible Times.” 


SPECIAL SUGGESTIONS IN CONNECTION WITH 
Pees Olle rye Why 


CHAPTER I 


Week Day Session. The Teacher’s Aim: To give to 
the pupils information about the beginning of the United 
Hebrew Kingdom. 

The story of Samuel the man is given in a very few 
chapters in the Bible. I Samuel, chapters 4 to 8, covers 
the time up to the selection of Saul as king. Read this 
material in order to make yourself thoroughly familiar 
with it, thus reviewing rapidly the events of the years 
which made Samuel, the child of the tabernacle, Samuel, 
the old man. Explain to the pupils that he was not only 
a judge, but also a prophet—that is, he spoke for God. 
He warned the people when they asked for a king, of 
what the king would expect of them, but they would not 
consider his warning. 

Remind the pupils of the way in which the Ark of the 
Covenant had been made at Sinai.’ Review with them 
the way in which the Israelites had been led by it through 
the Jordan and’ at the/time of the fall.of Jericho: The 
heathen peoples carried images of their gods into battle, 
and in this the Israelites followed their example. They 
forgot the true God, and the Second Commandment, for 
they were really putting the Ark in God’s place. They 
were planning to treat the Ark as the heathen treated 
their gods. Point out the fact that Samuel was not aware 
of what was being done. 

Directions for making the relief map referred to in the 
Handwork of the pupil’s lesson are given in both the 
First and Second Year Lessons. 

A Book to Read: “ Samuel and Saul, Their Lives and 
Times,” by Deane. 

Sunday Session. The Teacher’s Aim: To point out 
to the pupils the truth that to choose God as the King of 
their lives is the greatest choice that they can make. 


X1 


xii TO THE TEACHER 


A THOUGHT FOR THE TEACHER OF A SEVENTH-GRADE Boy 


His thoughts are like a violet 

Under the edge of a leaf, 

They are for those 

Who know where to find them, 

And for those who go softly. 

I learn them as he stands about 
After the others are gone. 

He offers to help put the books away, 
And when I am not looking, says, 
“Tt would bé grand to be a doctor—oh, 
Like Grenfell in the Labrador. 

But father says that I must work 

In one year more, 

He says I am too young 

To know what I should do with life— 
What is life for?” 


—By BLrancHe Carrier, Supervisor Vacation 
and Week-Day Schools, Dayton, Ohio. In 
Journal of National Education Association. 


Picture Saul as a tall, handsome young man, who 
really seemed, during the first months of his reign, to be a 
king in every sense of the word. He received modestly 
the honors forced upon him, and disclaimed any right to 
such high position. Although Samuel had assured him 
of God’s favor, he was hiding himself among the bag- 
gage, when the choice of the king was finally made. 

Cuorce By Lor. “The use of the lot to determine doubt- 
ful questions was much in vogue among the nations of 
antiquity. . .. Stones or inscribed tablets or the like 
were put into a vessel and, having been shaken, were 
drawn out or cast forth. The act was commonly pre- 
ceded by prayer, and was an appeal to God to decide the 
matter.’’—Davis. 

ANOINTING WITH O11. The official anointing of a king, 
a priest, or a prophet was the ceremony by which these 
officers were put in office. For ordinary purposes olive 
oil was used, but in the case of the anointing of the high 
priest, the oil was of composite and expensive character. 

Expressional Session. The Teacher’s Aim: To show 
the children the value of modesty, and of being un- 
assuming. 





OST Hie LEA GEER Xili 


The word “ modesty” perhaps seems a strange word 
to use in the title of this lesson, but it is used with the 
definition given in Webster’s Dictionary in mind: “ That 
temper which accompanies a moderate estimate of one’s 
own worth and importance; absence of self-assertion, ar- 
rogance, or presumption; proper reserve concerning one’s 
own merit or ability.” 

Children are so apt to brag and boast of their powers, 
that it is well to lead them to see the wisdom of being 
quiet about their own abilities or possessions. They 
boast of the things which members of their families have, 
each enlarging on what others have said until sometimes 
the sin of lying is added to the sin of arrogance. If you 
can lead them to see the foolishness and the wickedness 
of this habit the aim of the lesson has been accomplished. 

Stories that may be used with this lesson, which are 
found in Sly’s “ World Stories Retold,” are as follows: 
“The Hare and the Tortoise,’ Section II, 12; ‘ Saint 
George and the Dragon,” Section III, 8; “The Ugly 
Duckling,” Section IV, 1; “ King Alfred and the Cakes,” 
Section VIII, 5; “Gladstone and the Street Sweeper,” 
Section X, 6. 


CHAPTER IT 


Week Day Session. The Teacher’s Aim: To show 
how Saul won the Kingdom of Israel. 

After Saul was chosen king, he returned to his home in 
Gibeah, where he took up again his usual pursuits as the 
son of a well-to-do farmer. He probably had been plow- 
ing when the news from Jabesh-gilead was brought to 
him. He slew the oxen with which he had been working, 
cut them into pieces, and sent these pieces to the various 
parts of Israel with the threat of punishment if the people 
did not come together in answer to his call. Deane says 
of this act: “ Such a war signal as the above is not un- 
known in other countries. Ewald refers to the custom in 
Norway of sending the war arrow from tribe to tribe to 
arouse the nation to arms. Walter Scott has made us 
familiar with the Scotch token of the firebrand.” The. 
poet explains the custom as follows: “ When a chieftain 
designed to summon his clan upon any emergency, he 


xiv TOOTH, bree rere 


slew a goat, and, making a cross of any light wood, 
seared its extremities in the fire, and extinguished them 
in the blood of the animal. This was called ‘ The Fiery 
Cross,’ and also ‘the Cross of Shame,’ because disobedi- 
ence to the symbol inferred infamy. It was passed with 
incredible celerity through all the districts which owed 
allegiance to the chief, and also among his allies and 
neighbors, if the danger was common to them; and at 
sight of the Fiery Cross,,every man, from sixteen years 
old to sixty, was obliged instantly to repair, in his best 
arms and accoutrements, to the place of rendezvous. 
He who failed to appear suffered the extremities of fire 
and sword, which were emblematically denounced by the 
bloody and burned marks upon this warlike signal.” 
(“ Samuel and Saul,” in “ Men of the Bible,’ by Deane.) 

Because God was with Saul, he was enabled to win a 
great victory. Emphasize this point particularly. At 
this time Saul did not assume the honor of the victory. 
He attributed it to God, who had, he said, that day 
brought deliverance upon Israel. ‘This attitude stands 
out in strong contrast to that of the following lesson. 

Sunday Session. The Teacher’s Aim: To show that 
saul lost his kingdom through disobedience; that we, 
too, will be rulers of our own lives only in so far as we 
are obedient to God’s commands. 

Do not let the pupils feel that God’s command for the 
complete destruction of the Amalekites was cruel. It was 
necessary under the condition of the times. The sym- 
bolism which compares the destruction of the enemy with 
that of our own faults, suggested in the pupil’s lesson, in 
Putting the Lesson Into the Life of the Class, may seem 
too abstract for your pupils, but if they grasp the idea, 
you will find it useful. If they yield just once to tempta- 
tion, and allow themselves just once to be self-indulgent, 
they will find themselves yielding more and more easily. 
The only way to conquer a fault is to stamp it out com- 
pletely. “Just this once,” “just once more,” are very 
poor pleas. 

Use the map with this lesson, pointing out the various 
places and making the geographical position clear in the 
pupils’ minds. 


TO THE TEACHER TaN, 


Expressional Session. The Teacher’s Aim: ‘To lead 
the pupils to feel and to express the feeling of the mean- 
ness and wickedness of putting the blame of one’s own 
acts upon others. 

Bring the lesson down to the pupils’ own plane. ‘The 
fault is a fault that is very common, and many children 
try to excuse themselves as did Adam and Eve, Aaron, 
or Saul, by putting the blame for their faults upon some 
one else. “The people” have broad shoulders now, as 
well as in the days of the past, and it is easy for a child 
to say, “ All the girls and boys do it,” even if he does not 
say, “John asked me to do it, and so—I did.” Show 
them that the fact that all the girls and boys do some- 
thing does not necessarily make it right, and that this is 
a mean excuse to ourselves, as well as to those in au- 
thority over us. It is even more contemptible to put the 
blame for one’s faults on an individual. ‘This is moral 
cowardice. Perhaps this point of view may appeal to 
your pupils especially, since they are at the age when 
bravery makes an immense appeal to them. 

When mother asks John, “ Why did you disobey me 
and go in swimming?” and he answers, “ All the other 
boys did it; they thought that it would be all right and 
that you would not mind,” he is more or less like Saul. 
When she says, “ Why did you take the fruit from the 
refrigerator without asking me?” and he says, “I didn’t 
take it, Walter took it” (although he had eaten just as 
much as Walter had eaten), he is cowardly because he 
tries to escape punishment or blame by making an excuse 
which does not put the matter in a fair light. “ Fair 
play ” is a motto which should appeal to your pupils. 


Cuapter III 


Week Day Session. The Teacher’s Aim: To give to 
the pupils the facts of David’s ancestry and family, the 
description of the place where he spent his boyhood, the 
life of a shepherd, and so on. 

There are many books of reference which may be used 
in this connection, and many pictures also. The account 
of the life of an Eastern shepherd may be found in 


xvi TO THE TEACHER 


Knight’s “Song of Our Syrian Guest,” or in a recent 
book, “ The People of Palestine,” by Elihu Grant. 

Pictures to be used with the lesson are as follows: 
David Rescuing the Lamb, by Gardner; David Anointed, 
by Raphael, or by Von Schnorr, or by Copping. 

Sunday Session. ‘the Teacher’s Aim: To help the 
pupils to understand how God chose David to do a par- 
ticular task for him, and to link this up with the point 
that God chooses for great service those who are true- 
hearted and try to use in the right way every opportunity 
that comes to them. . 

This lesson lends itself to dramatization. This may 
be planned and worked out by the pupils themselves as 
project work. 


A PossisLEé Project 


The pupils have been asked to imagine themselves one 
of the characters present at the time of David’s anoint- 
ing, and to write accounts of the event in the first person. 
See that different characters are selected. Choose to have 
read the stories and accounts given by different persons. 
Then interest the pupils in the following questions: - 

Where do you suppose the anointing took place—in a 
house, or out of doors? (Raphael’s picture shows an in- 
door scene; some of the others show an outdoor scene.) 

What do you think that Samuel looked like? 

What did Eliab look like? (I Samuel 16:6, 7.) 

What did David look like? (Verse 12.) 

What sort of clothes did they wear? (See pictures.) 

Were the sisters of David present, or did they look on 
from a distance? 

After the pupils have thoroughly discussed these points, 
let them give an impromptu dramatization, using the ma- 
terials from the stories which they have written. In 
preparation for this, have them answer the following 
questions, and as they respond, write their answers on the 
blackboard, as the scene and cast of their dramatization. 

Where was David anointed? 

When was this? 

Who was present? 


TO THE) TEACHER xvii 


Scene: Bethlehem, at the time of Samuel’s visit. About 
1000 B. c. 

Cast: Samuel; Jesse; Eliab; other sons of Jesse; 
Jesse’s two daughters; David; other people of Bethlehem. 

Expressional Session. The Teacher’s Aim: To lead 
the pupils to see and to express the truth that even now, 
when they are only Juniors, they can prepare for the 
work which they are to do for God in the future. 

There are so many examples of modern men and 
women which may be used in connection with this les- 
son, that it is difficult to make a choice. Some of the. fol- 
lowing may serve as examples: Benjamin Franklin, 
turning the grindstone and paying too much for his 
whistle; Thomas Edison, earning his living as a newsboy 
on the railroad; Abraham Lincoln, studying at night by 
the light of the wood fire; Mary Lyon, teaching school ; 
Rosa Bonheur, learning to draw and to paint, and teach- 
ing when she was little more than a child. 

Lead the pupils to see and to feel that the best way to 
prepare for the future is to do well the duty of every day, 
whether it be lessons, or work, or even play. Show that 
it is their duty to keep strong and well by outdoor exer- 
cise, as David did; to do their tasks, however humble 
they may be, as David did the humble task of keeping 
the sheep; to think of God, and to love him and obey him; 
and to praise and worship him, as David did. Faithful- 
ness to duty, love to others, love and reverence and praise 
to God, will win favor both with God and men, and will 
bring success to their lives. 


CHAPTER IV 


Week Day Session. The Teacher’s Aim: To give to 
the pupils the background of the story of David’s first 
acquaintance with Saul. 

The material for this lesson is full and interesting. 
Make as vivid as possible the scene of David playing be- 
fore Saul, using some of the beautiful pictures of the 
event, such as that given with the lesson, or that of 
Taylor or of Copping. Make much of the point that 


Xviil TO THE TEACHER 


God’s Spirit had left Saul, and that it now rested mightily 
upon David. 

There is much discussion about the place of this event 
in the story of David’s life, some authorities putting it 
after the killing of Goliath. But it seems best to put 
events in the sequence in which they are given in the 
Bible narrative, accounting for the fact that Saul did not 
know David later by the explanation that the musician 
had attracted little attention from the king, who was in a 
gloomy, depressed state, hardly knowing what he was do- 
ing. When the king’s state of mind improved, the lad 
soon returned to his home in Bethlehem. 

Represent the scene of the battle on the blackboard, 
using the map given with the lesson. 

Sunday Session. The Teacher’s Aim: To appeal to 
the pupils through their sense of the heroic; to show the 
Source of true courage. 

For this session and the Expressional Session, the 
teacher may let the pupils work out a pageant, represent- 
ing the giants in their lives, as has been suggested in the 
Expressional Activity of the Sunday Session. Perhaps 
you can indicate the “giants” simply by large placards, 
hung around the necks of the pupils selected to represent 
the giants. Perhaps the members of the class will be 
able to give a more elaborate representation. Let one 
pupil be David. Then, as the “ giants” pass by, have the 
other members of the class tell how they would fight 
against them. How would they fight against Giant Bad 
Temper, for instance? ‘T'ry to get five answers from the 
pupils, and write them on the blackboard. Bring out in 
each case that the one weapon with which they are sure 
to win is God’s help. At the close of the lesson, have 
prepared “ stones ” drawn on paper and cut out, on which 
have been written some such words as the following: 
“The first stone which David sent from his sling killed 
the giant. If we use the stone ‘God’s help’ in fighting 
our giant, we shall be sure to win.” 

Expressional Session. The ‘I'eacher’s Aim: To lead 
the pupils to express the belief that the best way to over- 
come difficulties is to ask for God’s help in the task, and 
then to do one’s own part. 


TO THE TEACHER xix 


David went out to meet the giant with confidence that 
he was fighting for God. Lead the pupils to see that 
they, too, can fight successfully the battles of life, if they 
know that they are doing God’s will, and have faith 
in him. 

Use illustrations of modern men and women who had 
overcome great difficulties. Helen Keller has done much 
with her life in spite of handicaps. Until after Roose- 
velt’s death, few knew how hard he had fought against 
ill health. Stevenson and Pope, too, fought against ill- 
ness, and Beethoven against the depression brought by 
blindness. 

The giants of poverty, little chance for education, diffi- 
culties of all kinds, have been overcome. 

Ask the pupils how many have read Bunyan’s “ Pil- 
grim’s Progress,’ and read to them or have one of the 
pupils read the parts which refer to Giant Despair, and 
Giant Maul. 


CHAPTER V 


Week Day Session. The Teacher’s Aim: To give to 
the pupils the historical background of the lesson. 

The story of David and Saul is always fascinating to 
pupils of Junior age. The movement is rapid; the events 
heroic, and therefore appealing to them. Perhaps you can 
best begin the lesson by a brisk review, putting an out- 
line on the board, to be continued from week to week. 

1. Saul Rejected by the Lord. 

2. David Anointed by Samuel. 

3. Wavid and Sat! Meet. 

4. David Kills Goliath and He and Saul Meet a 
Second Time. 

5. David Becomes a National Hero. 

6. Saul Becomes Jealous. 

%. Saul Tries to Kill David, 

(a) When he is playing before him. 
(b) By sending him out to battle. 
(c) Again when he is playing before him. 
(d) At his own home. 
8. The Friendship of David and Jonathan. 
Many pictures and books dealing with this lesson are 


xX TOT Me! PAC rer. 


available, as you can find by consulting your library. The 
pictures of David which deal with this period are interest- 
ing, and that of David and Jonathan from the Nelson 
Bible (Illustrated) may be used. 

Sunday Session. The ‘Teacher’s Aim: To lead the 
pupils to realize the value of friends. 

As a project for the pupils, you may have them make 
a “friendship” scrapbook for class use. Ask one or 
more of the pupils to take up the subject of Buble 
friendships, as suggested in their lesson. Ask others to 
study classical friendships, and to write the story of 
Damon and Pythias, which they can find in a classical 
dictionary, or perhaps in a book used in day school. Still 
others may find out facts about Coleridge and Lamb; 
about ‘Tennyson and Hallam; about Darwin and Wallace, 
given in “ Ethics for Children,” by Ella Lyman Cabot. 
Find pictures of these men, if possible, and emphasize 
particularly the unselfish quality of their friendship. 

Expressional Session. ‘The Teacher’s Aim: To lead 
the pupils to express their thought that they should try 
to win their enemies by friendliness, and the best ways 
of doing this. 

Discuss the question of rivalry in school sports. Can 
your rivals be your friends? How should you treat your 
enemies? 

Make the main part of the lesson missionary in its ap- 
peal, showing how missionaries love their enemies. Ma- 
terial for such a lesson can be found in the various mis- 
sionary publications, or in the First Year Lessons of this 
course. 


CHAPTER VI 


Week Day Session. The Teacher’s Aim: To give to 
the pupils the main facts of David’s exile life. 

Try to obtain pictures of the Wilderness of Judea, 
showing the vast, gloomy hills, and the towering cliffs. 
The region was not desert, but uninhabited. Supplies 
had to be brought from a distance, as nothing would grow 
in the rocky fastnesses. The Cave of Adullam has not 
been entirely identified, but it must have been large, to 
accommodate four hundred men, and later six hundred 


TO THE TEACHER xxi 


men, as David’s band grew. David showed a wonderful 
care and affection for his father and his mother, when he 
looked out for their safe-keeping by putting them in 
cHatge ofithe Kine of: Moab.’; Point out the tact that 
David’s great-grandmother, Ruth, had been a Moabitess. 

In connection with this period of David’s life read 
Deane’s Life of David in the “ Men of the Bible Series.” 

Pictures to use with the lesson may be found in the 
Wilde or Perry Collections. 

David in the Camp of Saul—Schopin. 
seen Showing Saul that He Had Spared His Life— 

ore. 

Sunday Session. The Teacher’s Aim: To point out 
David’s respect for Saul, the “ anointed of Jehovah,” and 
to hold up his loyalty as an example for the pupils to 
follow. 

The Sunday lesson follows closely on the week-day les- 
son. Let the pupils dramatize the scene, or the similar 
scene of I Samuel,‘ chapter 26. Use one part of your 
room as a cave; have “ David” and some of his men hid- 
ing within, and then let the unsuspecting Saul enter the 
cave and go to sleep, his men standing on guard at the 
entrance of the cave. - Let David cut off a piece of his 
robe, and follow after him as he leaves the cave, protest- 
ing his loyalty to the king. The suggestions for such a 
picturization should come from the pupils themselves. 

Expressional Session. The Teacher’s Aim: To lead 
the pupils to express a desire to show respect for those 
in office, and to try to obey the laws. 

In connection with this lesson, you may refer to the 
plans which have been tried recently in many cities and 
towns of having a boy occupy the chair of the man chief 
in authority for a single hour. This interests the children 
in the town or city government and gives them an insight 
into its working. 

Another plan for accomplishing this purpose, which 
has been worked out in day school, is to have the police- 
man, in whose beat the school is, talk to the children of 
his duties; a city fireman, also, tells of his job. There is 
no reason that this plan, so successfully carried through 
in day school, should not be carried out in connection 


Xxii TO-fHE TEACHER 


with this lesson, also. Perhaps you can obtain permis- 
sion for your pupils to visit a Police Department or a fire 
house, during the week. 

Be sure that the pupils have clearly in mind the story 
of the affection and loyalty of David’s “ mighty men” of 
valor, IJ Samuel 23: 13-17. 


CHAPTER VII 


Week Day Session. ‘he Teacher’s Aim: To tell the 
story of David, the exile, in the land of the Philistines. 

Make this lesson geographical and historical. Have a 
map put upon the blackboard, and point out once more 
the geographical relation to Philistia and to the land of 
the Amalekites. Show where Gath and Ziklag are, and 
also indicate Jezreel, where the Philistines encamped, 
I Samuel 29: 11. 

It has been suggested in the pupils’ lessons that in con- 
nection with this and the next few lessons, they make a 
poster illustrating one of the psalms of David. ‘They 
should be allowed to make their own selection, of course, 
but Psalm 100, or Psalm 24 will be easily illustrated. 
For Psalm 100, for instance, they may collect pictures of 
the musical instruments of all lands, and arrange these 
on a plain poster background. For Psalm 24 a picture of 
the earth, with a landscape, a seascape, a hill, may be 
arranged, and a picture of one of the gates of Jerusalem, 
copied perhaps from the picture in the First Year Book. 

Sunday Session. The Teacher’s Aim: To impress 
upon the pupils David’s loyalty to those to whom loyalty 
was due and to show the value of loyalty in themselves. 

This lesson can be made very dramatic. Let the pupils 
tell of the way in which the band of David marched un- 
hurriedly back to Ziklag; then show their horror when 
they found that their city was burned, their wives and 
children carried off. David asked for God’s help, and 
then his men moved swiftly after the enemy, following 
the tracks as a dog would follow the scent. Some of the 
men, exhausted by the rapidity of the march, dropped be- 
hind at the Brook Besor. Show how they found an 
Egyptian slave who had been left behind by a cruel 


TO THE TEACHER XXili 


Amalekite master; and how this man led them after the 
foe. The victory came quickly, as it had come to Gideon, 
because David was following God’s command. Then 
show how loyal David was to his followers who had 
dropped behind; and how loyal and generous he was to 
those who had befriended him. ‘This is the main lesson 
to be left in the minds of the pupils. 


A Pictrurt To Br Usep Wit THE LESSON 


Trssot—David and His Men Find an Egyptian Slave. 


Expressional Session. ‘he Teacher’s Aim: To lead 
the pupils to see the value of working with others as 
David did. 

It is hard for children to realize the value of working 
together, and that sometimes they must give up their 
own way for the sake of others. The younger Juniors are 
not far past the individualistic stage of development. 
The older boys and girls feel more of the team spirit. 

Ask how the football team or the baseball team would 
fare if each member did exactly as he pleased. Would it 
be a team? Would they be able to play against other 
teams whose members worked together? Show how de- 
pendent every one of us is upon others; that from the 
time we rise in the morning until we go to bed at night, 
we are depending on others who are working with and 
for us. We-have to work together. Use in this connec- 
tion Afsop’s fable of the bundle of sticks, or that of the 
lame man and the blind man, which is given below. 


THE LAME MAN AND THE BLIND MAN + 
RETOLD FROM A‘SOP 
(This story can be acted.) 
A muddy road. A blind man stumbles along the road 
and falls. A lame man limps up to him. 
LamE Man. Good day, sir! Let me help you up. 


Brinp Man. Thank you, kind sir! This is hard walking 
for a blind man. 


*From “The Child Classics Second Reader,” published by The 
Bobbs-Merrill Company, and used by permission. 


XXIV TO THE TEACHER 


LAME Man. It is just as hard for me as it is for you. I 
am as lame as you are blind. 

Brinp Man. Indeed! Then I can help you. 

LAME Man. How can you do that? 

Bruinp Man. If you will get on my back I will take you 
to town. You can tell me which way to go. See how 
strong I am! 

LAME Man. Good! I will be eyes for you and you shall 
bestecetiior meses 

Brinp Man. Up with you! (Lame man mounts his 
back.) 

LAME Man. Now we shall get on fast! 


CuHapter VIII 


Week Day Session. The Teacher’s Aim: To point out 
to the pupils the moral of Saul’s failure and death—that 
self-will and disobedience to God’s command lead to 
destruction. 

A map showing the region where the battle between 
Saul and the Philistines took place should be put on the 
blackboard, in connection with this lesson, and the ac- 
count of Jezreel, or Esdraelon, given in the Second Year 
Lessons, together with the picture of the great plain, 
should be used. Remind the pupils again of the strategic 
value of the plain, which has been the scene of so many 
great battles. 

Emphasize Saul’s failure. Show that the sad end of his 
life came because he had been disobedient to God; and 
that disobedience always brings sorrow. Close the les- 
son, however, with the brave and generous act of the men 
of Jabesh-gilead, which proved that there were kind 
hearts in the world, mindful of the good deed that Saul 
had done for them. 

Sunday Session. The ‘Teacher’s Aim: Tio show the 
beauty of true and loyal friendship, which forgives and 
forgets. 

Do not emphasize particularly the way in which David 
treated the Amalekite messenger who brought the tidings 
of Saul’s death. Remember, however, that David lived in 
an age of violence; that he had just been waging war 


TOV THE VLBACHER XXV 


against the Amalekites; that Saul’s disobedience in re- 
gard to the destruction of the Amalekites had been one 
cause of his failure. It was, too, a case of justice, for the 
Amalekite was condemned out of his own mouth, of the 
killing of Saul. 

David’s lament for Saul and Jonathan has formed the 
basis for much poetry. Plumptre’s “ Gilboa,”’ Byron’s 
“Song of Saul Before His Last, Battle; and his “Saul 
and the Witch of Endor” may be mentioned. Brown- 
ing’s “Saul” may be referred to, and perhaps you may 
want to compare Saul with Macbeth, if the pupils have 
read any of this play. The pupils have been asked to look 
up various poems referring to Saul. They have been 
asked, also, to learn a simple rendition of Handel’s “ Dead 
March in Saul,’ if this is possible. Have one of the 
pupils give this, if it seems wise, or have your pianist play 
it. Have several of the pupils recite the Memory Work 
for the Week Day Session. In the first stanza Saul of 
course addresses his troops; in the second he speaks to 
his armorbearer, and in the third, to Jonathan. Be sure 
to remind the pupils that you want them to have finished 
the poster which they began, before next week. 

Expressional Session. The Teacher’s Aim: To lead 
the pupils to feel the importance of forgiving those who 
have really harmed us. 

We have already had several lessons which treated the 
subject of forgiveness of enemies, and the pupils have 
been asked to recall the lessons in which this subject was 
discussed. Perhaps you can treat the lesson from a new 
point of view by leading to a discussion of national ene- 
mies, and what should be done in regard to punishing 
those who have been at war with our country. On the 
other hand, you may feel that the lesson of forgiving per- 
sonal enemies is the lesson needed in your class. 

Urge the pupils to carry out the lesson during the 
week, giving a practical example of forgiveness by doing 
something for some one who they think has harmed them. 


CuHaptEr IX 


Week Day Session. The Teacher’s Aim: To give to 
the pupils information in regard to Jerusalem. 


XXVi TO (TEE TEACHER: 


In connection with the Week Day Session of the next 
few weeks, try to impress upon the pupils so that they 
will never forget it, the geography of Jerusalem and its 
vicinity. For your own information read the article on 
Jerusalem given in Davis’ “ Dictionary of the Bible,” and 
the chapter on the city given in Kent’s “ Biblical Geog- 
raphy and History,” or in Smith’s “ Historical Geography 
of the Holy Land.” Ask the pupils to keep their eyes 
open for newspaper articles on the present-day explora- 
tions in the Holy Land. Then, as a class project, plan 
to make a model of the city of Jerusalem, to use in con- 
nection with the remaining lessons of the year. Some of 
the pupils may make the walls of the city; others may 
work on David’s palace; still others may make the 
Temple and its furnishings. Look through your lesson 
for pictures of gates, the Ark, the furnishings of the 
tabernacle, and so on. Perhaps you may find available 
some of the models which members of the class have 
already made. 

Particularly this week have your pupils make models 
of some of the musical instruments used in the time of 
David. 

Sunday Session. The ‘Teacher’s Aim: To lead the 
pupils to see the importance of doing right things in the 
right way. | 

David intended to do well when he made the plan to 
bring the Ark to Jerusalem, but he was too hasty in his 
plans. He should have tried to carry out God’s will in 
God's way, and not in his own way. Lead the pupils to 
see that God expects them to do his will, in his way. Re- 
member that even in everyday matters, ignorance is no 
excuse. 

There are various pictures which may be used in con- 
nection with this lesson. Perhaps that of the Providence 
Lithograph Company is as good as any. You may be 
able to obtain this in a large size, colored, in an old Pic- 
ture Roll. 

Expressional Session. The Teacher’s Aim: To lead 
the pupils to see and express the importance of reverence. 

Perhaps, instead of the regular session outline, you 
may prefer to have given a dramatization of Psalm 24, 


TO°;THE TEACHER XXVii 


using the divisions given in the pupil’s lesson, or in the 
following exercise. 

During the week you could teach the lesson of rever- 
ence for God’s books by having a meeting at which to re- 
pair and put in perfect order the hymn books and Bibles 
of the Department. 


A JUNIOR EXERCISE BASED ON PSALM TWENTY-FOUR 


The pianist plays some marching hymn, such as, “ On- 
ward, Christian Soldiers.” 

The Juniors march toward the platform until all the 
line is within the aisle. At a signal the line is halted. 

All Juniors repeat Psalm 24:1, 2. 

An older Junior pupil: Psalm 24: 3. 

All: Psalm 24: 4-6. 

Two Juniors [representing the priests who begged for 
admission with the Ark]: Psalm 24:7. 

One Junior [standing upon the platform represents the 
priest, who, from within Jerusalem, challenged those who 
sought to enter with the Ark]: Psalm 24:8a [the 
question]. 

All Juniors: Psalm 24: 8b, 9. 

Older Pupil [from platform]: Psalm 24:10a [the 
question |. 

All Juniors: Psalm 24: 10b. 

All Juniors may then march to their seats singing a 
marching song.—F,. J. Brown. 


CHAPTER X 


Week Day Session. ‘The Teacher’s Aim: To continue 
the instruction of the pupils in the geography of 
Jerusalem. 

Get clearly in mind for yourself the plan of Jerusalem 
as it is given in some one of the Biblical geographies. 
When David captured Jebus, it was probably a very small 
place, perhaps four thousand five hundred feet in circum- 
ference. It was conveniently situated, tolerably well 
watered, readily defensible, hard to attack, and yet in 
quick communication with all parts of the country. 


XXVIiil TOVTHE MPa ACH ER 


David built for himself a palace of cedar on Ophel, the 
eastern hill. Near this was the house of the Gibborim, 
or “mighty men,’ and the tent in which the Ark was 
placed. He established a well- regulated and definite form 
of government, arranged a system of worship, and a sys- 
tem by which the Temple choirs were later regulated. 

Altogether the government at the close of David’s reign 
had become settled into a fixed form, and so it was easily 
possible for Solomon..to devote himself to building the 
[emple, and to extending his territory and accumulating 
wealth. 

Have the pupils continue the project of making a model 
of the city of Jerusalem. 

Accounts of these things will be found in Deane’s “ Life 
and Times of David,” or in Sanders’ “ History of the 
Hebrews.” 

Sunday Session. The Teacher’s Aim: To show how 
David accepted God’s denial of his wish to build him a 
Temple, and how grateful he was for the promise that his 
throne should be established forever. 

So many times, to all of us comes a denial of the 
things that we want to do, that it is well to learn the les- 
son that God does not always grant our prayers even for 
those things which seem to us good and honorable. But 
to Junior children the subject will come closest in the 
matter of refusal on the part of their parents to let them 
do certain things, and their frequent rebellion because 
they are not allowed to have their own way. Show them 
how unquestioningly David accepted God’s denial of his 
wish to build the Temple. Show them, too, that God’s 
promise for the future meant more to David than any 
personal advantage. 

Close the lesson with a Feference to the way in which 
God’s promise was fulfilled, and how Jesus the Messiah, 
the Son of David, has brought the fulfillment of the 
promise to David. 

Expressional Session. The Teacher’s Aim: To help 
the pupils to learn the lesson of bearing disappointment 
cheerfully. 

So many children, as well as grown-ups, sulk and are 
disagreeable at even the slightest disappointment that if 


TO THE TEACHER Xxix 


they can be made to feel that cheerfulness when things 
go wrong, is a quality which is pleasing to God as well as 
to men, they have learned a good lesson. 

Make the lesson very practical, applying it to the 
pupils’ own lives, and to their little, everyday troubles. 
Learning the lesson of enduring cheerfully little, com- 
monplace disappointments will help them in bearing the 
greater disappointments of their future lives. 

Perhaps one of the following stories of Robert Bruce 
and the spider, or of Sir Isaac Newton and his dog, will 
help in the lesson. 

King Robert Bruce of Scotland longed to see his people 
free. He and his brave men had fought and lost six 
battles with the enemy. He was hiding in a shed, tired 
and discouraged. As he lay there, he saw a spider weav- 
ing its web from one beam to another. “ Six times the 
spider climbed up almost to the top, and each time it fell 
down again. As the king watched it fall the sixth time, 
he said, ‘It will give up.’ But no; up it climbed again the 
seventh time, slowly, slowly, but surely—and succeeded! 
Bruce arose full of courage, saying, ‘I will try again!’ 
He tried again and won. That is why brave boys and 
girls say to-day, “If at first you don’t succeed, try, try, 
try again!’”’ 

The story of Sir Isaac Newton is as follows: “ Sir 
Isaac Newton was a great scientist who discovered many 
new facts about light, the rainbow, and the falling of 
stones and other bodies to the earth. He had many notes 
that it had taken him a long time to make; he kept these 
piled up on a table in his study. One day while he was 
out for a moment, a little dog of his knocked over a 
candle which burned up all the papers on which were his 
precious notes. When Sir Isaac came back, all that, was 
left of them was ashes. But Sir Isaac did not punish the 
dog; all he said was, ‘O Diamond, you little know what 
mischief you have done.’ Then he went to work to re- 
pair the damage, and to investigate anew the questions 
which he had solved before.” 

Perhaps, too, you will find available for use with this 
lesson the story of Pollyanna and the glad game. 


XXX TO. DHE. TREACHER 


CHAPTER XI 


Week Day Session. The Teacher's Aim: To show 
how David remembered his friendship for Jonathan, 
and showed this in his kindness for Jonathan’s son, 
Mephibosheth. i 

This is a good story for dramatization. Have the 
pupils work this out for themselves. 


Scene I. The oath of friendship between David and 
Jonathan, based on I Samuel, chapter 20. 


Background. ‘The field where David is hiding behind 
a rock. Jonathan and a boy come in, and the shooting of 
the arrow and the subsequent interview between the two 
friends take place. I Samuel, chapter 20. 


Scene II. Jonathan’s palace on the day of the battle 
of Mount Gilboa. A messenger brings news of the death 
of Saul and Jonathan, and the approach of the enemy. 
The nurse, terrified, attempts to escape, carrying in her 
arms the five-year-old Mephibosheth. She lets him fall, 
so that he is injured in both feet. II Samuel 4: 4. 


Scene III. David and his courtiers in his palace in 
Jerusalem. He makes inquiries about the children of 
Jonathan, and Ziba is brought before him. 


Scene IV. Mephibosheth is brought before David, and 
David’s kindness. to the son of his friend is shown. 


Such a dramatization, worked out by the pupils them- 
selves, will serve as a review and a general summing up 
of the story of David and Jonathan. 


Sunday Session. The ‘leacher’s Aim: To teach the 
lesson again of God’s love and kindness to human beings. 

Tell simply the story of David’s sin. Show that in the 
days of the past it was not considered so dreadful as we 
should think it now; but it is a type of many acts of 
coveteousness which we see to-day. Nathan’s parable 
points out this fact. Does Mary want first place in the 
class and try to get it by cheating? She is sinning in 
much the same way as David sinned. Does John want 
to be captain of the ball team, and so say mean things 
about Walter? He is sinning, too. Perhaps you may 
find available the following true story: 


TOVMEELESEEA CHER Xxxi 


There was to be a party in the neighborhood. Fannie 
and her cousin Marion were both invited. Fannie went 
to the village store to see about getting the material for 
a new dress. There were some beautiful Indian hand- 
kerchiefs in the store—an importation that had been 
brought in many years before by some old-fashioned sail- 
ing-boat captain, that had never been sold. Fannie saw 
the possibilities. She hurried home to consult with her 
mother. Marion heard the consultation. She, too, 
wanted a new dress. She, too, saw that there were pos- 
sibilities in those Indian handkerchiefs. She slipped down 
to the store, and bought all the handkerchiefs that there 
were, and made a dress for herself to wear to the party. 
She looked nice, but do you think that she had a good 
time? Do you think that God was pleased with her act? 

Conclude the lesson with David’s acknowledgment of 
his sin, and his repentance. Then emphasize God’s kind- 
ness in forgiving him. Let this be the final point with 
which the lesson closes. 

Expressional Session. The Teacher’s Aim: To lead 
the pupils to express their thoughts about kindness— 
both divine and human. 

The Week Day Session has emphasized human kind- 
ness; the Sunday Session shows the divine kindness 
toward sinning men. The Expressional Session should 
lead the pupils to see how they themselves may show 
kindness in their various relationships—at home, at 
school; to older people, to playmates, to animals. Ask 
them this week to emulate the example of the Boy Scouts, 
and to do a kind act every day. The best result of the 
lesson will be the practical expressions of kindness to 
which it leads. . 


Cuapter XII 


Week Day Session. The Teacher’s Aim: To give to 
the pupils the background for the story of Absalom. 

Show the pupils that Absalom’s rebellion was part of 
David’s punishment for his sin. Nathan had warned him 
that there would be trouble out of his own house, II 
Samuel 12:11, and now this had come. This was one 


XXXil TO THE TREACHER 


reason why David fled; he felt that in this way God was 
punishing him. 

As a possible project for the lesson have the pupils 
take the parts of the various characters of the story, and 
work out their thoughts and feelings at this time. Take 
the list of characters given on pages 107, 108, and assign 
them. Of course David and Absalom will be the principal 
figures, but make vivid Ahithophel, Hushai, Ittai (remem- 
bering that he was a Gittite—a native of Gath—and so a 
foreigner) ; and the two sons of the priests, Jonathan and 
Ahimaaz, who acted as messengers to the king. (Cover 
also the material given in the Sunday Session, where 
these stories have been told, and have it ptt together in 
a class book, to be pr eserved among the class records.) 

You may also continue your work on the model of 
Jerusalem, indicating the Mount of Olives and the Brook 
Kidron, and connecting the story of David’s flight up the 
mountain with the experience of Jesus, the Son of David, 
so many years later. Also show on the map the location 
of Hebron, connecting it with the lessons of the past. 

Sunday Session. The Teacher’s Aim: To teach the 
pupils the lesson of the importance of obedience to God 
and to their parents. 

Begin the lesson with a vivid picture of a boy who had 
everything that his heart could wish for. Was he satis- 
fied? Was he grateful? Show how Absalom, who had 
everything that he wanted, every wish gratified, was 
spoiled and disobedient. (This will afford an opportunity 
for a review of the lesson of the Week Day Session.) 
Then have the pupils tell the story of Absalom’s journey 
to Jerusalem ; the way in which he took possession of the 
city; the advice of the two counselors, Ahithophel and 
Hushai; the adventures of Jonathan and Ahimaaz. Make 
the lesson picture as vivid as possible, telling the story of 
the so-called tower of Absalom, which he built under the 
high east wall of Jerusalem, at the side of the Kidron 
Valley, II Samuel 18:17, 18, and compare this with the 
grave that was really his. Show pictures of this struc- 
ture, which may be found in many collections of Bible 
pictures, such as the Rau collection (Philadelphia) or 
that of Underwood and Underwood (New York). 


TO THE TEACHER XXxXili 


Continue the characterization project begun in the 
Week Day Session. Read in its entirety the poem by 
Longfellow which is partly given in the pupil’s lesson. 

Expressional Session. ‘I‘he T'eacher’s Aim: To empha- 
size anew the lesson of respectful obedience to parents, 
and to lead the children to resolve to put this lesson into 
practice. 

Ask the pupils, in preparation for this lesson, to review 
the lessons on the same theme which have been given at 
various times during this course. [lymns and verses for 
use may be found, too, in connection with these lessons. 
This will give the pupils an opportunity to exercise their 
own power of choice. The theme has been taken up sev- 
eral times, as a theme which is important in the lives of 
young people. You yourself will find various references, 
for instance in the First Year Lessons, Expressional 


Session, XXX. 


CHAPTER XIIT 


Week Day Session. The Teacher's Aim: To give to 
the pupils information as to how Solomon was made king. 

The story of to-day’s lesson begins in somewhat the 
same way as did the story of the Absalom lesson, for 
there are many similarities between the lives of the two 
ambitious young princes. Adonijah, however, probably 
realized that the throne would not come to him in the 
regular course, and that Solomon was David’s chosen 
successor. 

Ask the pupils to find how many times Saul was chosen 
king, I Samuel 10:1, 23, 24; 11:14, 15; David, I Samuel 
Hoa oem oaliiichice 4 oe om oOlomony saNingsli 396 
I Chronicles 29: 22b. Why was it necessary for Solomon 
to be anointed a second time? Show that David was 
wise in making his selection a national matter. The first 
anointing was carried through with the agreement only 
of the people from the immediate vicinity of Jerusalem. 

A picture of Solomon’s entry into Jerusalem which 
may be used with this lesson, can be found in an old Be- 
ginners and Primary Providence Lithograph Picture Roll. 

Sunday Session. ‘The Teacher’s Aim: To bring to a 


XXXIV TO "THE PEA CHER. 


conclusion the life story of David, and to leave his char- 
acter clearly outlined in the minds of the pupils. 

This lesson may be used as the summary, or review, of 
the life of the great king of Israel. See that the pupils 
know the main outlines of their lessons. Have some of 
the Notebook Work read and checked up. Perhaps you 
will prefer to go over the Notebook chapter heads, and 
call for volunteers to give information on the various 
subjects. 

Have an exhibit of the handwork done during the last 
few weeks, in connection with the life of David. Lead 
the pupils to express a desire to follow the advice which 
David gave to Solomon in some ways or in many ways. 

Expressional Session. The Teacher's Aim: To lead 
the pupils to express a desire to follow the advice which 
David gave to Solomon, and the advice which their par- 
ents and teachers give to them. 

Make the lesson a climax and conclusion for the David 
stories, showing how David himself had followed the ad- 
vice which he gave to Solomon. Our parents give us 
advice in matters where they are wiser than we are. We 
should try to do as they want us to do, profiting by their 
experience. This is a hard lesson for young people to 
learn, for each generation thinks itself wiser than its 
elders. If you can leave the germ of the teaching that 
we may profit by the experience of others, who have 
practically tried out the lessons they are trying to teach, 
you will have helped the pupil. Show the value of 
strength for the right in carrying out God’s command- 
ments, as Moses and Joshua, David and Solomon, found 
it; and point out how Joshua and Solomon profited by 
the experiences of their elders. 

Explain that “ A perfect heart ” means the kind of ineart 
which will receive God’s willing commands, and try to 
carry them out. 


CHAPTER XIV 


Week Day Session. The Teacher’s Aim: To give to 
the pupils information about the beginning of Soloman’s 
reign. 


TO THE TEACHER XXXV 


Begin the lesson with a review of the history of the 
Ark and the tabernacle. Have some one read the descrip- 
tion of the tabernacle given in Exodus 26:1, 7, 15, 29, 30. 

Have some one else find out where the tabernacle was 
first set up in Palestine, Joshua 18:1. In the reign of 
Saul it was at Nob, I Samuel 21:1; later it was taken to 
Gibeon, 1. Chronicles? 16.393; °21< 29: 

Then tell in as vivid a way as possible of Solomon's 
great convocation and sacrifice, and last of all of his 
dream, or vision. Remind the pupils again of the part 
which dreams played in the Bible. In ancient days God 
often gave information to his people in this way. Men- 
tion Jacob, for instance, Genesis 28:12; Joseph, Genesis 
387: 5-10; Daniel, Daniel, chapter %. 

Close the lesson with emphasis on the wisdom of Solo- 
mon’s choice and how it pleased God. Urge the pupils 
themselves to choose the right, in all things. The lessons 
for this week may well be used in bringing your pupils 
to express a determination to decide to serve the Lord. 

Sunday Session. The Teacher’s Aim: To show the 
pupils the quality of Solomon’s wisdom and to urge them 
to choose the wise course in their lives. 

The lesson material gives an account of the various 
kinds of “ wisdom” which Solomon possessed. An inter- 
esting discussion of this subject will be found both in 
Stanley’s “ History of the Jewish Church,” and in the 
volume on “ Solomon, His Life and Times,” by Farrar, in 
the “ Men of the Bible” series. 

Lead the pupils to see the value of wisdom of all kinds, 
and how the possession of wisdom leads to many other 
blessings. Show them that Solomon, at this time in his 
life, seemed to possess the greatest wisdom of all—the 
desire to serve God, and to be his faithful follower. Try 
to lead them to feel the importance of this in their own 
lives, continuing the effort to make this a “ Decision 
Day ” in their lives. 

Expressional Session. “The Teacher’s Aim: To lead 
the pupils to express a desire to make the best choice of 
all—to serve Christ. 

Various choices made by Bible characters have been 
mentioned in the pupils’ material. Show the outcome of 


XXXvi TOP by eA Coa 


those choices, how the wrong choice led to trouble, and 
the right choice to happiness. Then try to lead the 
pupils to see the importance of right choices in their own 
lives, and how the best choice of all will affect them. 
Use in this connection material given in other lessons of 
this course which have treated the question of choice, for 
example. 


GHAPTER XV 


Week Day Session. The Téacher’s Aim: To give to 
the pupils information regarding the Temple of Solomon. 

The pupils have been working on their models of the 
Temple. As a class project, have a large model con- 
structed, giving to each pupil a part of the work. If you 
substitute inches for cubits in the dimensions used, the 
main building will be sixty inches by thirty inches, which 
will be a fairly large model. Use in your construction 
sheets of heavy cardboard, which can be covered neatly 
with gold paper, or marked with water-color “ stones,” 
as the building requires. Do not make any roof to your 
model. Have some of the pupils make the furnishings. 
The “ veils.” or curtains may be made of muslin, or fine 
silk, dyed with brilliant colors, as is done in batik 
work. A model of the Temple may be obtained for fifty 
cents from the Board of Christian Education, Wither- 
spoon Building, Philadelphia. Blue prints of the seven- 
branched candlestick, the altar of incense, and the table 
of shewbread may also be obtained. It will be better for 
your pupils, however, to construct a model, though per- 
haps you yourself may like to refer to the ready-made 
model, in guiding the work. 


Books Wuicu May Br UsEp IN CONNECTION WITH 
THE LESSON 


“Jerusalem from the Earliest Times to A. D. 70,” by 
George Adam Smith. Volume 2, chapter 3, “ Solomon 
and the ‘'emple.” 

“ History of the Jewish Church,” by Stanley. 

“Solomon,” in “ The Men of the Bible Series,”: by 
Farrar. 


LO -THEVLEAGHER XXXVI1 


Sunday Session. The Teacher’s Aim: To show the 
pupils that the glory of God’s house was not in its gold, 
and in its rich furnishings, but in the fact that God him- 
self met with his people there. 

Continue the teaching on the construction of the 
Temple. Try to make the picture of the great gold-and- 
marble building as vivid as possible for your pupils. 
Then bring the lesson to the climax. The glory of the 
Temple was not in its beauty and the richness of its fur- 
nishings but in that for which it stood—that it was God’s 
meeting place with his people. And although we should 
try to have our church buildings as beautiful as possible, 
we should also feel sure that he is pleased with even the 
plainest building dedicated to his worship. God does not 
really “dwell” in a house, but is'everywhere, “closer to 
us than breathing, and nearer than hands and feet.” 

The pupils may sing some of the songs which impress 
this teaching, such as the following: “ Night and Day”; 
“Dear Jesus, Ever at My Side”; “ God Will Take Care 
OUEY Olli 

Expressional Session. ‘The Teacher’s Aim: To lead 
the pupils to express a desire to do what they can to 
make and keep the church buildings and grounds a fitting 
place for the worship of God. 

The hints given at the end of the pupil’s lesson (Ex- 
pressional Session), may be used for a special meeting. 
Let the pupils suggest things to do which are needed in 
your own church building and grounds. 

The question of why we have many churches nowa- 
days, instead of one Temple, may be thoughtfully consid- 
ered in connection with the idea that God is everywhere. 
Bring out the fact that even in Jesus’ day (in fact, always 
after the Exile in Babylon), the Jews had synagogues in 
every community where there were ten men to worship. 
At first the followers of Christ preached in the syna- 
gogues. ‘Then, as they preached in many places where 
there were no synagogues, and became more and more 
separate from the Jews, they preached in private houses, 
and later in separate buildings. Show how beauty of 
church architecture and furnishings has always been a 
goal. Perhaps you can show pictures of some of the most 


XXXViii TOs H Bela Cre 


beautiful and wonderful churches of the present day, in 
order to bring out the way in which people have always 
felt about the places where God is worshiped. 


CHAPTER XVI 


Week Day Session. ‘The Teacher’s Aim: To tell the 
story of the dedication of Solomon’s Temple. 

Read the account of the dedication of the Temple given 
in I Kings, chapter 8, and in II Chronicles, chapters 
5to 7. Read also the accounts given in the books referred 
to in the last lesson, if these are available. The picture 
of the dedication, with the gorgeously robed procession 
bringing to the Temple the old tabernacle, which was 
placed in one of the storerooms of the Temple, and the 
Ark, may be made most vivid. Work out the geography 
on your relief map of Palestine, and on your map of Jeru- 
salem, and indicate the places of the various events in 
your model of the Temple. If you have not made any of 
these models, have copies of the various maps and plans 
put on the blackboard, so that the pupils may have an 
idea of their relation. 

Pictures to use with this lesson may be found in old 
Picture Rolls, or in the Nelson Bible. The Wilde Bible 
pictures, or those from the Perry Pictures collection will 
help, also. 

Sunday Session. ‘The ‘Teacher’s Aim: To help the 
pupils to see and to appreciate the beauty and the wonder 
of the dedication of the Temple to God, and the greatness 
of Solomon’s prayer. 

Solomon’s prayer is one of the longest of which there 
is a Bible record. It is also noteworthy as being the first 
time in which the attitude of kneeling is mentioned, for 
as a rule among the Jews, men stood up, instead of kneel- 
ing down to pray. This prayer is “remarkable for its 
extreme spirituality,’ and “expresses the thought of 
Paul, that God ‘dwelleth not in temples made with 
Hands: 

Close the lesson with Solomon’s vision of the night, 
when God appeared to him, as he had appeared to him at 
the beginning of his reign, renewing the promise made at 


TO THE THACHER Boo ed bd 


that time. Help the pupils to realize that at this time in 
Jewish history it must have seemed that they could never 
forget the Lord, who had done so much for them. And 
yet, how soon came a period of backsliding! ‘They did 
not go forward continually, and it was necessary for God 
to punish them again and again, until they were finally 
scattered as a nation. But do not bring this out with 
your pupils. Close the lesson with a picture of a grateful, 
happy people, devoted, it seemed, to the worship of the 
true God. 

Expressional Session. The Teacher’s Aim: To lead 
the pupils to see how wise it is to dedicate themselves 
to God, as boys and girls, and to lead them to make the 
decision to consecrate themselves to God. 

In a recent study of the age of conversion in churches 
of various denominations, it was discovered that one- 
fourth of the persons joining five Protestant Churches in 
forty-three states, were under the age of eleven years, 
ten months, and twenty-two days. Of all those joining 
the Church, sixteen per cent were nine, ten, or eleven 
years old—the Junior ages in our Sunday schools. This 
shows the importance of the Junior period, and how 
many times a “ Decision Day ” is reached among the very 
children whom we are teaching. Our aim is not merely 
a matter of instructing the children, but of bringing them 
to a decision for Christ. ‘To-day’s lesson again gives an 
opportunity to try to lead the pupils to decide for the 
right, and to dedicate themselves to God’s service. 

Use Paul’s comparison of ourselves to a temple. Ex- 
plain Jesus’ words to the priests, when he spoke of the 
“temple” of his body, and show that as he dedicated 
himself to service that we might have life eternal, so we 
should dedicate ourselves to his service, for the great love 
that he showed to mankind. 


CHAPTER XVII 


Week Day Session. ‘The Teacher’s Aim: To show to 
the pupils the glories of Solomon’s reign. 

There are many legends and stories of Solomon’s glory 
and wisdom which have been handed down in the tradi- 
tions of the Jews. Read about some of these, in Farrar’s 


xl OTE Nee MR dip sre ON wa Mails 


“ Solomon, His Life and Times,’ Chapters XI and XVI, 
and in Josephus, if these books are available. The imag- 
ination is aroused by these accounts, and one feels the 
thrill of pride which the Jews have always felt in those 
glorious days. 

Juniors always like to make “ collections,” and so it has 
been suggested that they gather examples of the treas- 
ures which Solomon gathered. Bits of gold- or silver- 
colored metal, a peacoek feather, cedar, citron, and san- 
dalwood, spices, and so on, may be collected without a 
great deal of difficulty. Remember that Tarshish is 
identified as Spain, and that Solomon’s close connections 
with the Phoenicians, who were mighty sailors, makes 
it probable that he established connections with that 
point, as well as with India, from which country peacocks 
and almug (or algum) wood were probably brought to 
Palestine. 

Sunday Session. The ‘eacher’s Aim: To lead the 
pupils to the same feeling as that expressed by the Queen 
of Sheba, ‘“‘ Blessed be Jehovah thy God.” 

The visit of the Queen of Sheba brings to a culmina- 
tion the glories of Solomon’s reign. Note particularly 
that she attributed all the glories which she saw to the 
power and might of God, who had given these things to 
Solomon. 

Bring the lesson into the pupils’ own lives by leading 
them to see that the glories of the kingdom of Solomon 
cannot be compared with the glories of the Kingdom of 
heaven. God promises even greater things to his fol- 
lowers than these glories of Solomon’s. 

The legends showing the wisdom of Solomon, given at 
the end of the material for this session in the pupil’s les- 
son, may seem to you trivial, but they are very typical 
of the age, and have been handed down for many centu- 
ries as examples of the tests of the Queen of Sheba. 


PICTURES 
Nelson Bible. . ... The Visit of the Queen of Sheba. 
Doré.............2,4s Lhe Visit’ of the Queen ofjohenas 


Poynter. . oY a Ie eres The Visit of the Queen of Sheba. 


TOSPE Ee DHA CHER xli 


Expressional Session. ‘The Teacher’s Aim: ‘To lead 
the pupils to have a kindly feeling toward foreigners, 
such as Solomon showed toward the foreigners who came 
to his land, and such as he expressed in his prayer at the 
dedication of the Temple. 

This lesson is always needed in our schools where so 
frequently many foreign children are found. These chil- 
dren often suffer greatly because they cannot make them- 
selves understood. If your American pupils can help 
them with a smile or a kind act, they will be really doing 
a service to these foreign children. 

Stories which will help in this lesson may be found in 
many books, particularly in the volume, “A Course of 
Citizenship and Patriotism,” by Ella Lyman Cabot, and 
a group of well-known educators. 


CHaprer XVIII 


Week Day Session. The ‘Teacher’s Aim: To teach 
the lesson of obedience, and also to add a missionary 
application. 

The primary aim in this lesson is to show how Solo- 
mon sinned, in disobeying God, and in turning to the 
worship of heathen gods. Have on hand the pictures and 
images of as many heathen gods, both of Solomon’s day 
and our own day, as you can gather together; small 
Buddhas, totem poles, and other little images can be ob- 
tained. At least have ready as many pictures as possible. 
Show the folly of worshiping these idols made by men’s 
hands. Review the Second Commandment, to show how 
much greater and better is the true God whom we wor- 
ship. Point out the sad condition of the heathens of 
modern times who ignorantly worship such images, and 
bring the lesson to the command of Jesus, “ Go ye into 
all the world, and preach the gospel to the whole crea- 
tion.” Make the missionary application clear. 

Be sure that the pupils are familiar with the names of 
the heathen gods given in their lesson, as these will be 
of value later. 

Sunday Session. ‘The Teacher’s Aim: To show to the 
pupils the value of self-control, and of restraining the 
temper. 


xlii | TO THE TRACHER 


In the week-day lesson the pupils have learned that 
God had warned Solomon that the kingdom must be 
taken away from his descendants. Here, however, at the 
very beginning of his reign Rehoboam was given a 
chance. ‘The division of the kingdom might have been 
delayed had the king been different. 

To impress upon the pupils’ minds the difference be- 
tween the names of the two new kings of Israel, write 
them on the board under one another: 


REHOAbocam 
JERO-boam 


Both names have the same ending, and have almost the 
same meaning: Rehoboam = ‘The people is enlarged; 
Jeroboam = The people become numerous. In connec- 
tion with this lesson read the volume on Solomon in the 
“Men of the Bible” series previously mentioned, and also 
Stanley’s “ History of the Jewish Church.” 

In the Sunday Session, however, the lesson to be im- 
pressed is the value of self-control. Had not Rehoboam 
spoken angrily, the division would not have come so soon. 
Give to the pupils some modern examples of cases where 
_lack of self-control and pride brought trouble, as in the 
case of Germany before the Great War; or Great Britain 
at the time of the Revolution. Then bring your examples 
closer to the pupils’ own lives, by citing some case in 
which a hasty word has brought trouble between the 
members of a family or between friends. 

Expressional Session. The Teacher’s Aim: To lead 
the pupils to express a desire to follow the advice of those 
older and wiset than they themselves are, and particu- 
larly to ask for and follow God’s wishes for them. 

The pupils have been asked to find, during the week, 
examples in what they read and hear of people who did 
or did not listen to the advice of others, and to try to 
notice how taking or not taking advice works out in their 
own lives. Be sure to ask them for examples of those 
who have and have not listened to advice. Ask them 
about Joseph, David, Solomon, and other Bible charac- 
ters who asked for God’s help and followed his com- 


LOsLE Be DEACHER xliti 


mands at crises in their lives. Speak of examples of 
modern times—for instance, Louis XIV of France, who 
was headstrong and self-willed, thinking nothing of the 
rights or the welfare of his people, and not accepting the 
advice of his counselors, exclaiming: ‘ The State! It is I!” 
Speak of the boy or the girl of the present who gets into 
trouble because he does not follow the advice of parent 
or teacher, and profit by their example. Show how the 
world advances by building on the knowledge and the 
experience of the ages. We do not have to learn by hard 
experience in many matters, as did our ancestors, who 
had to learn first how to build fires, or to weave, or to 
spin. Why should we not profit by the example of those 
who know more than we do, in every way, as well as in 
such things as these? Make the lesson very practical, so 
that the pupils will see that it is advantageous to follow 
the advice of those who are older and wiser in every way. 


CHAPTER XIX 


Week Day Session. The Teacher’s Aim: To give to 
the pupils the historical background of the period between 
Rehoboam and Ahab. 

This lesson should be made a lesson on history and 
geography. Point out the boundaries of the two king- 
doms of Israel and Judah, and the two capitals, Samaria 
and Jerusalem. Try to obtain pictures of the two cities. 
Compare the ways in which they were established, tell- 
ing of David’s capture of Jerusalem, II Samuel 5: 7-10; 
of his purchase of the Temple site, II Samuel 24: 19-25; 
of Omri’s purchase of the site of Samaria, I Kings 16: 24. 
Then give a list of the kings of Israel, having the pupils 
hunt up the references as to the length of their reigns 
which are given in their lesson. Note the fact that there 
were fewer kings in Judah during this same time, because 
their reigns were longer.  — 


Books To READ 


Kent’s “ A History of the Hebrew People,” “ The Di- 
vided Kingdom.” 
“The Expositor’s Bible.’—Volume on “ Kings.” 


xliv TO THE TEACHER 


Stanley’s ‘“ History of the Jewish Church.” 

Sunday Session. The Teacher’s Aim: To give to the 
pupils the beginning of the story of Elijah and to impress 
anew the thought of God’s love and care for those who 
trust him. 

There is a great deal of material to be gone over in 
connection with this lesson, which is always interesting 
to Juniors. Be sure to give the pupil the story, but em- 
phasize the greatness. of God’s love and care for Elijah 
and the people of Israel. Show the necessity of punish- 
ment, going back to Deuteronomy, where God had 
warned of the punishment which should come for dis- 
obedience. Deuteronomy 28: 15, 23. 

Make a vivid picture of the prophet, as he appeared be- 
fore the king and again as he took refuge by the brook 
where the great birds fed him. 

Conclude with the story of the widow of Zarephath, 
and God’s love and care shown for her as well as for the 
prophet. 

Expressional Session. ‘The Teacher’s Aim: To bring 
out the missionary lesson of the story of Elijah and the 
widow of Zarephath. 

In connection with this lesson, refer back to the mis- 
sionary stories of the first year’s work for material, to 
show God’s love for all people. Make use of any up-to- 
date missionary material which is available. Refer to the 
Boards of Missions, which will supply you with this. 


CHAPTER XX 


Week Day Session. The Teacher’s Aim: To appeal to 
the pupil through his sense of the heroic, and to lead him 
to make the decision for Christ. 

The lesson may be very easily dramatized by your 
pupils. Have them arrange three scenes: 

I. The Return of Elijah from Zarephath. 
II. The Contest on Mount Carmel. 

III. The Coming of the Rain, with Elijah Raniee 
Before Ahab’s Chariot to the City. (Do not emphasize 
the killing of the prophets of Baal.) 

Make the geography of the lesson plain, reading a de- 


TO THE TEACHER xlv 


scription of the beauty of Mount Carmel—that great 
mountain from which the traveler can see westward 
across the Mediterranean—“ the Great Sea ”’—and east- 
ward over the Holy Land, spread out before him, like a 
picture. Such description may be found in George Adam 
Smith’s “ Geography of the Holy Land.” 

Make Elijah stand out as a brave and heroic character. 
Make him live to the pupils as one who took his place 
boldly as the champion of the right when the right was 
unpopular. Compare with him Martin Luther at the Diet 
of Worms, or John Knox before Mary Queen of Scots. 
Close with an appeal to the pupils to decide for the right, 
themselves, and to stand firm for it. 

Pictures to use with the lesson may be found in the 
Copping Bible and in the Nelson Bible. 

Sunday Session. The Teacher’s Aim: To teach the 
lesson of trust in God, even in times of discouragement. 

To show that though God’s Spirit works slowly, it 
works surely, and that love is a greater power in the 
world than violence. 

The pupils will probably be familiar with the story of 
the wind and the sun and the traveler, which you may 
use with this lesson: 

One morning the Wind said to the Sun, “ I am stronger 
than you are.” 

“ You are not,” answered the Sun. 

For some time they quarreled over the question. At 
last a traveler came along, and they decided to try out 
their strength in seeing who could first make him take off 
his coat. 

The Wind had the first chance. It blew and blew as 
fiercely and as coldly as it could. But the man only but- 
toned his coat the more closely. Finally the Wind had 
to give up. Then the Sun took his turn. He beamed 
down upon the traveler with his hottest rays, and soon 
the man took off his coat. 

“Wind,” said the Sun, “you make the most disturb- 
ance, but I am the stronger.” 

Elijah had wanted to do his work by violent methods. 
God wanted him to use more gentle means, and so 


xlvi TO THE TEACHER 


showed him that there were other powers in the world 
than force. God uses gentle means to accomplish his 
will, as well as the greater forces. 

Close the lesson with the thought that more is accom- 
plished in the world by love—which God had made “ the 
greatest thing in the world ”»—than by any other means, 
and have read I Corinthians, chapter 13. 

Expressional Session. The Teacher's Aim: To empha- 
size the value of obedience to the little voice within, 
which we call “ conscience,” and to lead the pupils to ex- 
press a desire to obey the will of God expressed in this 
way. 

Refer back to the lessons of the First Year, and to the 
heroes of the faith who stood firm, in obedience to the 
voice of conscience. Review the story of Luther, and his 
words: “ Here I stand. I can do no otherwise. God help 
me.” He was obedient to the voice of conscience. So 
were Paul and Polycarp and John Knox and John Wyclif 
and many others. Elijah was only one of a long line of 
heroes. Will they take their stand in this line? 


CHAPTER XXI 


Week Day Session. The Teacher’s Aim: To show the 
immediate cause of the downfall of the house of Ahab. 

Make this lesson a lesson on respecting the rights of 
others. How can the pupils, in their everyday lives, act 
as Ahab acted? Do they ever sulk because they cannot 
have everything that they want? Is William cross be- 
cause he does not have a pair of skates such as John has? 
Or is Mary “blue” because she does not have a dress 
like Jane’s? Do they ever try in unfair ways to get things 
that belong to others? Do they ever cheat in school, 
which is really taking a mark that belongs to another? 
May and Nellie are almost even for first place in the class 
averages. There is just one more test. Mary cheats in 
this, and gets a higher average than Nellie, who does not 
cheat. Is she like Ahab? John and Walter are brothers. 
Father is going to take the one of them who deserves it 
most, on a fishing trip. John tells tales about Walter, 
exaggerating things that Walter has done. Does he de- 


TOs EA TD RACHER xlvii 


serve the trip? In some such way as this, make the les- 
son personal. 

The pupils have been asked to tell this story from the 
points of view of various characters who may have seen 
or taken part in the various happenings. Let them do this 
if they are interested in dramatizations, as it will give 
them opportunity to give characterizations of the times. 

Perhaps your pupils are familiar with the story of Lady 
Macbeth, and know how she influenced her husband. 
Use this if you think it wise. 

Sunday Session. The Teacher’s Aim: To teach again 
the lesson of courage in standing for the right. 

This lesson has been emphasized before, most recently 
in the story of Elijah’s stand against the prophets of 
Baal, but it is a lesson which will appeal greatly to 
Juniors, who are at the hero-worshiping age. Emphasize 
. here the meaning of moral courage, although Micaiah 
showed physical courage, too, for he must have known 
that he was in danger physically from the wrath of the 
king. Tell of other examples of courage for the right and 
of heroes who spoke what God wanted them to speak, in 
spite of all sorts of difficulties. Perhaps your pupils will 
like to dramatize the story as is done in the little play 
given on pages 195-197. 

Josephus names Micaiah as the hero of I Kings 
20: 35-48, and he enlarges the story of the lesson as 
follows: 

“When Micaiah had spoken, Ahab said to Jehoshaphat, 
‘TI told thee a little while ago the disposition of the man 
with regard to me, and that he uses to prophesy evil to 
me.’ Upon which Micaiah replied, that he ought to hear 
all, whatsoever it be, that God foretells; and that in par- 
ticular, they were false prophets, that encouraged him to 
make this war in hope of victory, whereas he must fight 
and be killed. Whereupon the king was in suspense with 
himself; but Zedekiah, one of those false prophets, came 
near, and exhorted him not to hearken to Micaiah, for he 
did not at all speak truth; as a demonstration of which, 
he instanced in what Elijah had said, who was a better 
prophet in foretelling futurities than Micaiah; for he fore- 
told that the dogs should lick his blood in the city of Jez- 


xIvili TOSCPREVLEACHER 


reel, in the field of Naboth, as they licked the blood of 
Naboth, who by his means was there stoned to death by 
the multitude; that therefore it was plain that this 
Micaiah was a liar, as contradicting a greater prophet 
than himself, and saying that he should be slain at three 
days’ journey distance: “And (said he) you shall soon 
know whether he be a true prophet, and hath the power 
of the divine Spirit; for I will smite him, and let him then 
hurt my hand, as Jadon caused the hand of Jeroboam the 
king to wither when he would have caught him; for I 
suppose thou hast certainly heard of that accident.’ So 
when, upon his smiting Micaiah, no harm happened to 
him, Ahab took courage, and readily led his army against 
the king of Syria; for, as | suppose, fate was too hard for 
him, and made him believe that the false prophets spake 
truer than the true one, that it might take an occasion of 
bringing him to an end.”—ANTIQUITIES OF THE JEWS. 

Read also the account of “ Alone Against the World,” 
chapter 47 in the “ Expositor’s Bible, I Kings,” by Farrar. 

Expressional Session. The Teacher’s Aim: To arouse 
admiration for moral courage, and to inspire in the chil- 
dren a determination to be truthful, even though this 
is hard. 

Moral courage is the finest kind of courage. Lead the 
pupils to express their belief in this truth. Point out the 
difference between physical and moral courage, and in 
this connection tell the following story: 

“A Yale student who was afraid of absolutely nothing 
on the football field, a man noted for his bravery and 
nerve, was asked if he would not be a Christian. He sat 
silent for a moment, then said: ‘Do you know, I believe 
in Christianity ; I know it would be a great thing for me 
to be a Christian, but I haven’t the necessary courage to 
take the stand that it involves.” Do the pupils know 
what this means? Another story that may be used in 
this connection is the story found in “’Tom Brown’s 
School Days,” of Arthur, who wasn’t afraid to say his 
evening prayer, in spite of the ridicule of his schoolmates, 
many of whom were older and larger than he himself was. 


SPECIAL SUGGESTIONS IN CONNECTION WITH 
BeAVC LOH A Ra Ey 


CHAPTER XXII 


Week Day Session. The Teacher’s Aim: To give to 
the pupils the story of the close of Elijah’s life, and to in- 
troduce them to his successor. 

Have made on the sand table a map of the region in 
which the events of the lesson took place—Gilgal, Beth-el, 
Jericho, and the Jordan River, remembering that Gilgal 
was not the Gilgal of Joshua 4: 19-24, but probably the 
modern village of Jiljilia, on the top of a high hill, seven 
miles northwest of Beth-el. 

The “sons of the prophets’ were groups of men desir- 
ous of instruction in religion and training for religious 
work, who “gathered in some community about a 
prophet, and were taught by him.” 

An important point to be brought out in connection 
with this lesson is the fact that Elijah said that he could 
not make the promise of the double portion of his spirit 
for which Elisha asked. It was necessary for the younger 
man to do his share. If he remained with Elijah until the 
end, and saw what happened to him, his wish would be 
granted. So with all of us. No teacher can teach a pupil 
who will not do his part. It is only by earnestly desiring 
something good, by “seeing through” the necessary 
preparations, that we obtain it. A complaint made 
against school pupils of to-day is that so many of them do 
just enough to “ get by.” ‘Teach your pupils the value of 
thoroughness in this lesson—of seeing a thing through, 
rather than of doing just enough to “ get by.” 

Sunday Session. The Teacher’s Aim: To show the 
pupils the value of little, everyday deeds of kindness, as 
well as of the great deeds of heroism. 

Ask the pupils whether they would rather have lived 
with Elijah or with Elisha; with a person who forgot to 
give them their breakfast and lunch, and then treated 


xlix 


1 TOMTHE TLE AGH igik 


them to a hearty dinner, or with a person who gave them 
three moderate meals a day; with a person who gave 
them wonderful presents occasionally, or with a person 
who constantly did for them little everyday acts of kind- 
ness. A person who does constantly little, everyday acts 
of kindness is a very pleasant person with whom to asso- 
ciate. And many great men do not consider themselves 
too great to think of little things. Speak of Abraham 
Lincoln, who cared for the sorrows of the mothers of 
those who were killed in the Civil War, even when the 
burden of the Government was weighing so heavily upon 
him that it would have seemed that individuals were 
nothing to him; or of the story of his kindness so like 
that of Garibaldi given in the pupil’s lesson. One day as 
Lincoln was riding with a party of friends, he saw a pig, 
stuck fast in the mud. After they had ridden a short dis- 
tance, Lincoln asked his friends to excuse him, and turned 
back. In a few moments he rejoined his companions. 
“Why did you go back?” they asked. Then he told them 
that he had gone back to draw the pig out of the mud. 
“T could not sleep well to-night,” he concluded, “if I had 
not done that thing.” Little deeds of kindness are not 
beneath great men. 

Expressional Session. The Teacher’s Aim: T'o lead the 
pupils to express a desire to heap up kindness upon kind- 
ness, until their kindly deeds are mountain high. 

Lead the pupils to see the importance of “ little deeds 
of kindness,” such as they can do. Ask them to suggest 
kindnesses which are within the range of their accom- 
plishment. Have them discuss the kind acts of Elisha, 
given in their lesson, and if possible, find parallels in the 
life of Jesus. Then ask them how many things similar to 
as kind acts of Elisha, they can find to do in their own 
ives. 

1. Elisha sweetened the waters of the Jericho spring. 

2. Wecan help to make pleasant tempered some one 
who is cross. Perhaps we can help mother by amusing 
the baby, or taking little brother for a walk, when he is 
fretful. 

1. Elisha helped the poor widow with the two sons, 
by supplying her with oil. 


TOSTHE TEACHER li 


2. We can help with our offerings some one who 
needs help—perhaps a child whose father is dead. 

1. Elisha changed the poisonous food of the sons of 
the prophets into wholesome food. 

2. Wecan help mother and father in the daily duties 
of the house. 7 

1. Elisha fed a hundred men with a small amount of 
food. 

2. Wecan share our good things with others. 

1. Elisha rescued the prophet’s ax head. 

2. Wecan help some one who is in trouble because he 
has lost something. 

These parallels may seem very concrete, but they are 
the kind of thing that probably will be suggested by your 
pupils. Conclude the lesson by asking them to see how 
many kindnesses that are similar to those of Elisha, they 
can do for others this week. 


CHAPTER XXIII 


Week Day Session. The Teacher’s Aim: To make 
vivid the background of Oriental life in the time of 
Elisha. 

The stories of Elisha give a picture of the life of the 
people in his day. Have the pupils tell as much of this 
life as they can put together from their lesson. Review 
their impressions of the schools where the sons of the 
prophets studied together; of the little communities 
which gathered together for the worship of the true God; 
of the days of famine which sometimes came; of the 
riches and luxury of the court. Then turn to the story 
of the lesson. Have Shunem located, and describe the 
life of a comfortably well-to-do farmer. The woman of 
Shunem and her husband had fields sown with grain. 
(Read the second chapter of Ruth to gain a good picture 
of a harvest field. Of course the story of Ruth took place | 
at an earlier period, but it will supply a background.) 
The Shunammites had servants and animals, and a com- 
fortable house—in fact, everything that they wanted. 
And they were willing to share their good things with 
God’s messenger. (Give a word picture of the houses of 
the time, and have the pupils make a model, as directed.) 


lii TO THR ITRACHER 


Close the lesson with the thought of hospitality, and 
the Memory Verse, “Forget not to show love unto 
strangers: for thereby some have entertained angels 
unawares.” 

Sunday Session. The Teacher’s Aim: To show the 
pupils that God can win every victory, even the victory 
over death, and that if we ask him earnestly, in prayer, 
he will help us to win victories in our lives. 

Begin the lesson by reviewing the way in which Elisha 
worked among the people of Israel. Speak of his loving 
acts of kindness. ‘Then draw a vivid picture of the life 
in the home at Shunem, as the little lad grew. We know 
very little of him, of course, but we can picture him as 
following his father into the field, one hot summer day. 
Let the pupils themselves tell the story of what happened. 

What was the woman’s first act when she saw that her 
little son was dead? Did she feel that Elisha was a true 
friend of the family? Why would she not go back with 
Gehazi? ‘Then tell as simply as possible the story of the 
restoration of the child to life. Have the pupils look up 
the story of Elijah’s similar miracle, I Kings 17: 17-24; 
of Jesus’ restoration of the son of the widow of Nain, 
Luke 7: 11-17; of his restoration to life of the daughter 
of Jairus, Luke 8:40-56. Compare these miracles, point- 
ing out any differences of detail. Conclude the lesson by 
emphasizing the resurrection of Jesus, himself, and the 
truth that because he is alive, we, too, shall live after this 
life 1s over. : 

Expressional Session. The Teacher’s Aim: ’l'o lead the 
pupils to express the feeling of gratitude to God for all 
his good gifts, and to our neighbors for kindnesses shown 
by them; and to lead to a desire to show kindness to 
them, on our part. 

The child who takes his blessings as a matter of course 
should be led to see that there are many who do not share 
these blessings. Perhaps you will find it well to use the 
hour in having read some missionary stories, in which the 
children can compare their own welfare with that of 
others. Perhaps you can compare their condition with 
that of other children in their own city, and lead them to 
desire to do something for others less fortunate than 


DOVE TRACHER hii 


themselves. Lead them to feel and to express their grati- 
tude to God and to their parents, and to others who 
“show the kindness of God” to them. 


CHAPTER XXIV 


Week Day Session. The Teacher’s Aim: To give the 
historic and geographic background of the story of 
Naaman and Elisha. 

There are many accounts both in Bible and secular 
history of the city of Damascus. You can also find, in 
popular magazines, pictures which will show to the mem- 
bers of your class the life of the present day in the old 
city, mentioned in the Bible as far back as Genesis 14: 15. 
Make Naaman a pleasing character, for he was loved at 
home, and a favorite with King Ben-hadad II. Remem- 
ber that this Syrian king had fought against Ahab of 
Israel, and that, although they had been allies against 
Assyria, they had been, in the main, enemies. Now Ben- 
hadad was getting old, and probably Naaman was leading 
his troops in his stead. 

Perhaps you may want to use the old legend that 
Naaman was the soldier who shot the chance arrow that 
pierced Ahab’s armor, and killed him. I Kings 22:34. 
The king of Israel at the time of the lesson was probably 
Jehoram, or Joram, the son of Ahab. 

Map work and sand-table work can be used in connec- 
tion with the lesson. 

Sunday Session. The Teacher’s Aim: To lead the 
pupils to see the beauty of kindness, and the ugliness 
of avarice. 

The story of Naaman is so simply and beautifully told 
in the Bible that there is really no need of explanation. 
Possibly you may let your pupils select for themselves, 
and act out the story. 

Scene I. Damascus. The Little Maid, Naaman’s 
Wife, Naaman. 

scene II. Israel. Naaman Before King Joram. 

Scene III. Naaman and Elisha’s Servant. Receiving 
Elisha’s Message. 

Scene IV. At the Jordan. 


liv TO THE TEACHER 


Scene V. The Return of Naaman to Elisha’s House. 

Scene VI. Naaman and Gehazi. 

Scene VII. Elisha and Gehazi. 

At the close of the lesson, contrast Naaman and Elisha 
on the one side, and Gehazi on the other. 

Expressional Session. The Teacher’s Aim: To show 
the value of kindness to enemies, and to lead the pupils to 
express a desire to “ show themselves friendly.” 

For this session let the pupils themselves think of ex- 
amples of friendliness which have made enemies become 
friends. Have them look up the other lessons in the 
course which deal with the same subject, and impress 
once more the importance of loving one’s enemies. 


CHAPTER XXV 


Week Day Session. The Teacher’s Aim: To show that 
God cares for and protects his followers at all times, and 
particularly in times of danger. 

The various incidents which connect the Prophet 
Flisha with the Syrians form an interesting series. 
Stanley, in the “ History of the Jewish Church,” calls 
him the prophet of Syria as well as of Israel. He made 
a friend of Naaman; he made friends of the bands who 
came against Samaria in our lesson this week. It was 
he who announced to Hazael that he should be king ot 
Syria. 

The lesson for to-day, however, centers about the open- 
ing of the eyes of Elisha’s servant, so that he saw the 
hosts of God who protected his master. This servant 
could not have been Gehazi, who had been stricken with 
leprosy; it was an unnamed “ young man.” He had not 
yet come fully to believe in God’s protection, and so was 
shown the mountain “ full of horses and chariots of fire 
round about Elisha.” 

This lesson is very closely connected with Sunday’s 
lesson, and so it will be well to have the pupils point out 
on the map the comparative locations of Dothan and Sa- 
maria, and the way over which Elisha led the blinded 
host of the Syrians, 


TO THE TEACHER lv 


Sunday Session. The Teacher’s Aim: To show the 
value of returning good for evil. 

The lesson may be made intensely practical, for even in 
the lives of children of Junior age there are many quar- 
rels which can be settled by returning good for evil. Do 
not enter into the question of why Elisha prayed that the 
Syrians might be blinded, unless the pupils ask. We 
should expect a more spectacular defeat after the vision 
of the angelic hosts, of the horses and chariots of fire; but 
Elisha’s plan succeeded in changing enemies to friends 
without bloodshed. The part of the lesson to be empha- 
sized is the treatment of the Syrians when they reached 
Samaria. 

Expressional Session. The Teacher’s Aim: To show 
that God cares for his people, and protects them, and that 
many times he uses human means. ‘To lead the pupils to 
express a desire to be God’s helpers in protecting others. 

There are very many stories of protection to be found 
in the literature with which the children are familiar. In 
addition to the stories of God’s protection, let them tell 
stories of people who protect those weaker and more 
helpless than themselves. Urge them to try to help in 
this way, themselves. Ifa child smaller than they are is 
in danger or in difficulty, let them try to help him; if an 
animal is suffering, let them aid. So they will be doing 
God’s work of protecting those who need protection. 


CHAPTER XXVI 


Week Day Session. The Teacher’s Aim: To teach a 
lesson of trust in God. 

Though it will be just as well to avoid the horrible 
details of the famine, make this lesson as vivid as pos- 
sible, showing the way in which the despair of the lepers 
was turned to joy, and then their recognition of the fact 
that they should carry the good tidings to others. 

Then introduce the story of modern days of famine, 
perhaps the struggles for life in the Near East in the days 
alter the War, or the famine after the great earthquake 
in Japan. A practical lesson on help in time of trouble 
may be given here. You can doubtless obtain current 


Ivi TO THE TEACHER 


material from the Board of Foreign Missions. A book to 
read in connection with the lesson is Isabel Blake’s “ Fez 
and urban ‘Tales,’ which pictures life under famine con- 
ditions in the lands ruled by the Turks. 

Sunday Session. The Teacher’s Aim: To show that 
God expects his followers to do their very best in his 
service. 

At the time of this lesson Elisha was an old man, more 
than eighty years of age. For more than sixty years he 
had worked for the people of Israel. Jehoram, the king 
spoken of in the Week Day Session, ruled for eleven 
years, and had been succeeded by Jehu, who reigned 
twenty-eight years, and was followed by Jehoahaz (sev- 
enteen years). The king in the Sunday lesson was Joash, 
or Jehoash, the son of Jehoahaz. He proved himself weak 
and ineffectual. Just the act of “staying,” after the third 
time when Elisha commanded him to smite the ground, 
showed weakness in his character. 

The lesson of thoroughness is a lesson much needed by 
young people of to-day. ‘They are so apt to do just 
enough work in school to “ get by”; to stop before their 
effort is completed, that if you can get them to under- 
stand the value of finishing completely their undertak- 
ings, you will have taught a valuable lesson. 

Expressional Session. The Teacher’s Aim: lo lead the 
pupils to express the thought that perseverance is a valu- 
able quality. 

Clinch the lesson of the Sunday Session, and show the 
value of keeping on until you reach as complete an ac- 
complishment as is possible. Use as an example the 
spider which spins again its web, even after it has been 
destroyed; or of the bee, which begins to gather honey 
again, even after its store has been taken away. ‘Then 
show that human beings should be even more persistent 
than these little creatures of the insect world, because 
they have a greater motive in the accomplishment of 
good—the carrying out of God’s will. 

Stories to read in connection with the lesson may be 
found in many collections, such as “ Ethics for Children,” 
and in “ A Course in Citizenship,” by Cabot, or in “ Men 
Who Made Good,” by John T. Faris. Joaquin Miller’s 


TOCTHESPEA CHER lvii 


poem, “ Columbus,’ may be of interest to your pupils. 
You may also use the familiar story of ‘ Bruce and the 
Spider,” found in many collections. 


CHAPTER X XVII 


Week Day Session. The Teacher’s Aim: To give the 
background of history at the time of the downfall of the 
Northern Kingdom. 

At the time of Jeroboam II, Israel had reached the 
zenith of its prosperity, as it seemed. ‘There had been 
internal disturbances in Assyria, and for a time, the 
Assyrians made no attempt to extend their power. In 
this period Israel had a chance to develop materially. 
But the leaders of the people failed them. As in the days 
of Solomon they turned their attention to building. They 
lived most luxuriously. Many of the Israelites had fallen 
into debt at the time of the earlier wars, and had, accord- 
ing to the old law, lost their property, and had them- 
selves been forced to become bondservants. In this way 
the rich became richer, and the poor poorer. It was at 
this time that Amos appeared suddenly at Beth-el, one 
of the shrines of Northern Israel, where the golden calves 
had been set up by Jeroboam I, and spoke to the people 
the words of warning given in the first chapter of his 
prophecy. Read for yourself the scene where he pro- 
nounced the doom of the king of Israel, Amos 7: 10-16. 

Amaziah, the priest of Beth-el, attempted to order him 
from the country, but he continued his bold preaching. 
Tradition says that he prophesied bravely at Beth-el until 
he was seized, cruelly beaten, and sent back to Tekoa, 
where, a few days later, he died. His prophecy is said to 
be the first of the prophecies to be put in writing. 

Hosea, who preached in the same decade as Amos, was 
a man of similar spirit. His personal history is given in 
chapters 1 to 3 of his prophecy. His own experiences 
led him to feel deeply how great was Jehovah’s love for 
his straying people, and he preached a wonderful lesson 
on Jehovah’s love: even though the people sin, Jehovah 
desires their repentance. 

Sunday Session. The ‘Teacher’s Aim: To show the 


Ivili TO THE TEACHER 


consequences of sinning against God, and to help the 
pupils to become obedient children of God. 

In preparation for this lesson get from the public li- 
brary pictures of Assyria and the discoveries of the 
Assyriologists. Have if possible a picture of Sargon, 
whose inscription recording the conquest of Samaria was 
found at Nimroud. Show how, rapidly Samaria was 
going to destruction. One wicked king followed another. 
There was battle and murder, and the prophets’ warnings 
were unheeded. 

Conclude the lesson by asking the pupils whether there 
is anything in our land to-day that resembles conditions 
in Samaria, Have’ we any ’prophetsr) Are swemasea 
nation, breaking any laws? What about the prohibition 
laws? What shall we Juniors in Sunday school do about 
such things? We can help by the lives we ourselves lead, 
by standing firm for the right, by voting, when we grow 
older, for leaders who will uphold the laws, by upholding 
the laws ourselves. Make this a strong lesson on patriot- 
ism, and obedience to God and to State. 

Expressional Session. ‘The Teacher’s Aim: To lead the 
pupils to feel that many true lessons important in their 
own lives are given in the prophecies of Amos and Hosea. 

In preparation for these and the next lessons have on 
hand a copy of Sargent’s Frieze of the Prophets; for this 
lesson use the individual figures of Amos and Hosea, 
pointing out any particular characteristics. Lead the 
pupils in a lively discussion as to what Amos would see 
if he came to our own city to-day, that would remind him 
of conditions in Samaria. Then have the pupils write this 
story, as part of their expressional activity for the 
coming week. 


CHAPTER XXVIII 


Week Day Session. The Teacher’s Aim: To begin the 
story of events in the Southern Kingdom of Judah. 

Have one of the pupils put upon the blackboard the 
list of the kings of Israel, with the dates. ‘Then turn to 
the list of the kings of Judah, given upon page 264, and 
compare the number of kings, the length of their reigns, 
and so on. Make the list something like this: 


TOL GLA GH ERs lix 


Israel Date Judah 
Jeroboam 931 Rehoboam 
Dita eseaem s Abijam 
Dil ee ac Asa 
Ny SOT hat ia ara A 910 
LEI IST OBS ey Fak ae gee ai 909 
[EV EVEL? vec ie One eee aera 886 
ASEAN ells Ay Rane ce 885 
(DinTimete ier s es oe 885 
TANLEPDE, Ants sy AUR cog 874. 
EWG aE Jehoshaphat 
NEWS GM AY Vo ok arian gaege 854 
eNODADIRAMy ti crete os 853 
OEE aay a Jehoram 
S42 asia § Ahaziah 
[CSD OG Al Re Bae 843 
GAele ts yeas Joash 


The pupils have been asked to find out something about 
each of the kings of Judah. Ask about this, and mark 
each king as good or evil as the Bible says that he did 
or did not do that which was evil. Compare the two 
sets of kings as you proceed, trying to bring out the fact 
that in Judah there were more good kings than in Israel. 
Conclude the lesson at the crisis when Athaliah seized 
the throne. 

Sunday Session. The Teacher’s Aim: To show how 
even in the midst of seeming darkness God was keeping 
his promise to David and taking care of his followers. 

Have the pupils set up again, or draw upon the black- 
board a representation of the Temple, used in connection 
with the lessons of Solomon’s Temple. Then ask them 
where they think that the little Joash lived. Speak of 
samuel in the tabernacle, keeping it clear, however, that 
Samuel lived in the days before Solomon’s Temple was 
built. (There is often confusion on this point on account 
of I Samuel 3:3, where the tabernacle is spoken of as 
“the temple.”) Then call for pupils who will volunteer 
to tell the story. Ask some one to be Jehosheba, some 
one else to be Jehoiada, some one else to be Joash. Joash 


Ix TOSTHET ACH ER 


is seven years old. The time has come when he is to be 
made king. What do Jehosheba and Jehoiada tell him? 
How does he feel? Does he want to be king? Then have 
a volunteer tell of his coronation and the joy of the 
people. Let some one be the priest from one of the 
country towns; have some one else tell the story from 
the point of view of a Temple guard, who had seen the 
little king many times before, but who had not known 
who he was. Assign the parts beforehand, if you think 
this is wise. . 

Expressional Session. The T'eacher’s Aim: To lead the 
pupils to feel that God wants them to give their work 
and their offerings willingly and faithfully to help in 
his work. 

For this session refer to some of the material which has 
been given previously in this course, for instance in Chap- 
ter XXIX of the Second Year. Let the pupils feel the 
necessity for money in God’s work—how it is used in 
caring for his house, in doing what we should do for those 
who need help at home, for spreading the glad tidings in 
foreign lands. Emphasize the fact that the people gave 
more than enough, as they had done in the days of Solo- 
mon, and that the workmen were so honest and faithful 
that no accounting was necessary. 


CHAPTER X XIX 


Week Day Session. ‘The Teacher’s Aim: To give to 
the pupils the background of the thrilling story of the 
rescue of the people of Judah from the invasion of 
Sennacherib. 

Be sure that the pupils have clearly in mind the chro- 
nology of the lesson—although there are many points 
about this which are somewhat doubtful. However, 
Hezekiah reigned from 728 until 698, and we judge that 
his great passover took place after the downfall of Sa- 
maria, from the fact that all the people of Israel, as well 
as of Judah, were summoned to attend it. 

Get together all available material about Assyria. You 
may find in the public library books such as “ Babel and 
Bible,” by Delitszch; “ Explorations in Bible Lands Dur- 


LO, CHB EACH ER Ixi 


ing the Nineteenth Century,” by Hilprecht; “ Arche- 
ology and the Bible,’ by Barton; “Light on the Old 
Testament from Babel,” by Clay. These will give you a 
wonderful collection of pictures which may be shown in 
connection with the lesson. Emphasize the fierceness 
and the cruelty of the Assyrian conquerors, who let 
nothing stand in their way. The speech of the Rab- 
shakeh will show this. The three officers of Sennacherib 
were the Tartan, the Rab-saris, and the Rabshakeh. 
These three men were all high military officials. 


Sunday Session. The Teacher’s Aim: To present God 
as the Source of strength in time of trouble. 


Read the account of the destruction of Sennacherib as 
itmis given) in the » Expositoris- Bible,’ volume on 
“ Kings,” or in Stanley’s “ Lectures on the History of the 
Jewish Church.” Byron’s poem, given at the conclusion 
of the pupil’s lesson for Sunday, gives a most vivid pic- 
ture of the destruction of Sennacherib. Read it aloud, 
and explain to your pupils that Asshur stands for Assyria, 
and that “cohorts” means something like “ regiments.” 


Use again in connection with this session the pictures 
and curios collected for the Week Day Session. 


Expressional Session. The Teacher's Aim: To help 
the pupils to feel the importance and help to be found in 
taking their troubles to God. 


The pupils have been asked to collect expressions of 
trust and faith in God found in our national and city 
symbolism. Provide beforehand coins with the motto, 
“In God we trust.” Have written out beforehand the 
final words of the Declaration of Independence. Then 
point out the way in which the old kings of Israel and 
of Judah took the troubles of their people to God; com- 
pare them with Washington and Lincoln and other mod- 
ern leaders. Tell of General Foch, the man of prayer, in 
the Great War. Then bring the lesson down to their own 
lives, and show that God not only will help leaders of 
nations, who bring great troubles to him, but will help 
every individual who comes to him, as he helped Peter 
and Paul, David, Asa, Hezekiah, George Washington, 
Abraham Lincoln, and General Foch. 


Ixii TO THE TEACHER 


CHAPTER XXX 


Week Day Session. The Teacher’s Aim: To give to 
the pupils information about the Prophet Isaiah. 

The prophets had played a large part in the history of 
both Israel and Judah, and the pupils should be given the 
opportunity to differentiate among them. For this hour 
have ready the picture of the figure of the Prophet Isaiah 
as given in Sargent’s Frieze of the Prophets. Begin the 
lesson by asking the pupils what they think this figure 
represents. Does he resemble the Prophet Elijah? 
Elisha? Amos? Hosea? What do you think that he is 
saying? 

Isaiah is supposed to have been a man of noble family, 
intimately acquainted with the court. His career as a 
statesman-prophet lasted about forty years. He was a 
wonderful teacher and preacher, and a wonderful poetic 
genius. ‘To your Junior pupils probably the practical aid 
which he gave to the Kingdom of Judah will be the most 
interesting part of his work. Next to this will be the 
interest in his prophecies of the coming of Christ. See 
that the pupils have clearly in mind these two parts, at 
least, of Isaiah’s life and works. 

Sunday Session. The Teacher’s Aim: To lead the 
pupils to understand something of the words and work 
of some of the prophets of Judah, other than Isaiah. 

Have the pupils open their Bibles to the lists of the 
books of the Old Testament. Ask them to look at the 
names of the Major and the Minor Prophets. What 
prophets about whom they have studied did not write 
books? (Elijah, Elisha.) What can they tell of any of 
the other prophets, who wrote books? Have the pupils 
put the letters “I” (Israel), and “J” (Judah) beside the 
names of the prophets of whom they have studied— 
Isaiah, Joel, Hosea, Amos and so on. Have a drill upon 
the names of the books of the group of Minor Prophets, 
and show that the word “ Minor” is used because these 
‘books ” are so much shorter than those of the Major 
Prophets. Use some of the Bible drills in this connec- 
tion, and have the names of the prophets written upon the 
blackboard. Ask some of the pupils who can draw to 


TOME A EBACHER Ixiii 


place upon the blackboard in fancy letters one verse from 
each of the prophets studied this week. 

Expressional Session. The Teacher’s Aim: To lead the 
pupils to see that the messages of the prophets are useful 
in their own lives, and to express a desire to carry out 
the messages of God, given through the prophets. 

It has been possible to indicate only a few of the 
teachings of the prophets, but lead the pupils to see that 
repentance for sin, a desire to lead the kind of life which 
God would approve, the knowledge that God is a God 
who desires mercy more than sacrifice, are lessons taught 
by the prophets. If the children can be made to show 
these things in their own lives, even in a slight degree, 
the lesson will have accomplished its purpose. 


CHAPTER XX XI 


Week Day Session. The Teacher’s Aim: Tio awaken 
in the pupils a desire to follow the example of the boy 
king, Josiah. 

In connection with the lesson use the model of the 
Temple made for use in earlier lessons of the course, and 
review its construction. The Temple at this time was 
about three hundred years old. It had been put in order 
by several kings, but during the long reign of Manasseh, 
Josiah’s grandfather, it had been neglected and treated 
sacrilegiously. Perhaps the pupils will suggest a drama- 
tization of the scenes of the lesson: 1. Hilkiah Finding 
the Book. 2. Shaphan Taking the Book to the King. 
3. The King Sending His Messengers to Huldah the 
Prophetess. (Note that there are three important 
prophetesses in the Old Testament: Miriam, Deborah, 
and Huldah.) 

As handwork for this lesson have the pupils make a 
scroll book of the law, and write in it some of the words 
of Deuteronomy, which may have been part of those read 
to Josiah. 

Sunday Session. The Teacher’s Aim: To show the 
pupils that God wants us to learn his will for us, and 
then to do it. 

Have the pupils read and compare the accounts of 


Ixiv TOME Bel BACHER 


other great feasts, given by the king, such as Solomon’s, 
at the time of the. dedication of the Temple, I Kings 
8:62, 63; Hezekiah’s passover, II Chronicles, chapter 3), 
Keep the chronology of the period clearly in mind: Jere- 
miah, chapter 32, began to prophesy in the thirteenth 
year of Josiah. He was the son of Hilkiah, thought to 
have been the high priest of this lesson. 

Review again the geographical situation of Israel and 
Judah in connection with the military movements of 
Assyria and Egypt. “lhe power of Assyria was waning, 
and its fall before the Babylonians was soon to follow. 

The point to be chiefly emphasized in this lesson, how- 
ever, is the fact that the repentance and obedience of 
king and people saved the nation from punishment during 
the lifetime of Josiah. God longed to save them, if only 
they would obey him. 

Expressional Session. The Teacher’s Aim: T’o lead the 
pupils to see the wonder of the way in which the Bible 
has been preserved, and the knowledge of it spread. 

In connection with this lesson and the next, review the 
lessons of the first year of the course, which deal with 
missions, and speak of the wonderful way in which the 
Bible was given to the people of foreign lands; of how 
great had been the labor and devotion of the mission- 
aries who have translated it, and taught its messages. A 
letter to the American Bible Society, Bible House, Astor 
Place, New York City, enclosing ten cents will bring you 
several interesting pamphlets and leaflets. For distribu- 
tion to pupils you may obtain for a nominal sum the leaf- 
let, “ How the Bible Is Distributed,” Boe a verse 
of the EHUD KS in eighty-nine languages, 


‘Books to Usk witl THE LESSON 
“The Romance of the English Bible,” by John T. Faris. 
“The Ancestry of Our English Bible,’ by Ira M. Price. 
“The Story of the Book, Told for the Young,” by 
Eugene Stock. 
“The Printed English Bible,” by Richard Lovett. 


CHAPTER XXXII 
Week Day Session. The Teacher’s Aim: To give to 


TOSDME ST EAGCHER Ixv 


the pupils the story of Jehoiakim’s attempt to destroy the 
Bible, and to inspire in them a love for God’s Word. 

See that the pupils have clearly in mind the historical 
sequence in this and the following lessons. Review Chap- 
ters XXX and XXXI, and see that they understand the 
connection of Jeremiah with Josiah and the succeeding 
kings. Jeremiah was of a priestly family, the son of 
Hilkiah, supposed to have been the high priest of Josiah’s 
reign. He began to preach, according to Jeremiah 1: 2, 
in the thirteenth year of Josiah’s reign. He must have 
advised Josiah well and wisely. He is mentioned as 
mourning at Josiah’s death; II Chronicles 35:25, and 
continues as an important figure in the story of the de- 
portation and the Captivity of the Jews. 

Jehoiakim was a son of Josiah. His name had been 
originally Eliakim, but had been changed by Pharaoh- 
necho, to Jehoiakim, when he was put upon the throne. 
He would not listen to God’s Word, and the nation was 
shortly punished for its sins. 

Sunday Session. The Teacher’s Aim: To teach the 
pupils something about the English Bible. 

Read for yourself one of the shorter of the books men- 
tioned in connection with last Sunday’s lesson, “ The 
Romance of the English’ Bible,’ by Faris, or “The 
Printed English Bible,” by Lovett. Try to obtain fac- 
similes of the pages of some of the early versions. The 
pupils will be much interested in the differences in the 
words, and especially in the spelling of words. A page of 
Wyclif’s Bible is given for them to campare with the 
version that they themselves use. Tell them that over a 
million and a half Bibles were issued in the year 1922, and 
that each year the number increases. Perhaps you will 
want to read to them the story of Tyndale and his mar- 
tyrdom, as it is given in “ The Romance of the English 
Bible.” 

Expressional Session. The Teacher’s Aim: To lead the 
pupils to feel a love for the Bible, and to help them to 
learn to care for their Bibles, and to treat them as the 
Word of God should be treated. 

Lead the pupils to discuss Topic 8, “‘ If the World Had 
Not Had the Bible.” Ask them to imagine that, when 


Ixvi TO; IHE TEACHER 


they get up to-morrow morning, they will find a world 
where the Bible has never been known. Lead them to 
see that in lands where the Bible is unknown, many good 
things are unheard of until they are introduced from 
Christian lands. ‘The Greeks and the Romans, the 
Chinese, the Japanese, the Africans, had no Bible. What 
do' we have that they did not have? Lead the pupils to 
see how much we owe to the Book, and show the 1m- 
portance of caring for it. 

The following quotation adapted from Professor Austin 
Phelps deals with this point: “If the Bible were lost to 
the world, we should lose our knowledge of the true God 
and become as degraded as the worst savages. All our 
institutions of benevolence would pass away, our hos- 
pitals, asylums, charities, homes for the aged, and for 
little children. All our public schools would go, our li- 
braries, our free press, our post offices, art museums, 
telegraphs and telephones, a thousand conveniences and 
comforts of our daily lives. Civil liberty would go, and 
the institutions of freedom; our democratic legislatures, 
our just courts. Honorable marriage would cease, homes 
would become unholy, women would become degraded, 
children would be freely slain, pestilence would rage un- 
checked, cannibalism would live again, war would be the 
chronic condition of society, hatred and terror and the 
most wretched poverty and misery would be the lot of 
every human being. This is only a feeble picture of what 
the continued influence of the Bible means to mankind.” 


CHAPTER XXXII 


Week Day Session. The Teacher’s Aim: To give to 
the pupils the story of the downfall of Jerusalem. 

Read the account of the downfall of Jerusalem as given 
in II Kings, chapter 25; II Chronicles, chapter 36; Jere- 
miah, chapter 39; read also Lamentations 1:1-6. ‘Then 
read the account of the siege as given in some history 
such as Stanley’s “ Lectures on the History of the Jewish 
Church.” Make the picture vivid, comparing ancient 
warfare and modern. A wall was a strong defense in 
those days, before gunpowder was known. Engines had 


\ 


TO THE TEACHER Ixvil 


been invented, however, which could throw heavy stones; 
masses of burning material were thrown into besieged 
cities, which set on fire the buildings within the walls. 
Food and water supplies could be cut off. The strength 
of Jerusalem, which had been described even in the days 
of David as being so great that even the blind and the 
lame could hold it, [1 Samuel 5:6, was such that for 
eighteen months it held out against Nebuchadnezzar’s im- 
mense forces. But at last a breach was made in the wall, 
and cowardly King Zedekiah fled. 

Perhaps you would like to read to your pupils in this 
connection an account of the capture of Jerusalem in the 
World War, such as may be found in “ The New Pales- 
tine; #by SW) D. McCracken, or'some other history® of 
this event. 

Sunday Session. The Teacher’s Aim: ‘To show to the 
pupils something of the life in Babylon, and to teach the 
lesson that it 1s possible to be pleasant and courteous 
even in times of distress and disagreement with others. 

Read some account of Babylon and its splendors in the 
days of Nebuchadnezzar, to get for yourself a picture of 
life in that magnificent city of the ancients. The explora- 
tions of archzeologists have shown to us a life of luxury 
and pleasure for the rulers that might well have tempted 
Daniel and his companions. But they stood firm for the 
right, although they were not discourteous in their in- 
sistence on following the rules which had been made for 
them in the homeland. 

Obtain from the public library pictures of Babylonian 
explorations which will give to the pupils an idea of the 
city. It will be possible to use the books mentioned 
below with several of the following lessons. 


Books To Usk witH THIs AND THE Next LEssons 


“Explorations in Bible Lands During the Nineteenth 
Century,” by Hilprecht. 

“ Archeology and the Bible,” by Barton. 

“Light on the Old Testament from Babel,” by Clay. 

Expressional Session. The Teacher’s Aim: To lead the 


Ixvili TO. THE TEACHER 


pupils to feel the importance of self-control, and to desire 
to attain it. 

The story of the Rechabites is often used to teach the 
lesson of temperance. Its primary lesson, however, is 
obedience, which led to self-control. The lesson of the 
story of Daniel is similar. Self-control in the matter of 
eating and drinking was the outcome in both cases. In 
both stories, too, the explanation of the refusal to accept 
the invitation of some one who might have been consid- 
ered as one in authority was given courteously, so that 
the refusal did not arouse anger. Both Daniel and the 
Rechabites had learned the lesson of controlling their 
tongues, and of guiding them. 

Emphasize with the pupils these two lessons: self- 
control, or temperance in matters of eating and drinking; 
self-control in restraining, or putting a bridle on the 
tongue. Many modern-application stories to be used in 
connection with this lesson may be found in “ Ethics for 
Children,” or in “ A Course in Citizenship and Patriot- 
ism,” both of which are by Ella Lyman Cabot and others. 


CHAPTER XXXIV 


Week Day Session. The Teacher’s Aim: To show to 
the pupils the glories of Babylon, and to point out how 
Daniel regarded these things. 

Use again in connection with this lesson the books and 
pictures secured last week. There is such a mass of 
historic material available that it will probably be diff- 
cult to pick and choose. Remember that Jerusalem was 
small and insignificant in comparison with Babylon. 
Then show that Daniel and his companions might have 
been so overwhelmed by their sudden rise to power that 
they would have forgotten God. But they remained loyal 
and, when the necessity for a test came, turned to him 
for aid. Compare Daniel with Joseph, who also won 
favor by interpreting the dream of a stranger king. He, 
too, attributed his explanation to the power of God, and 
not to his own wisdom. Genesis 41:16. Daniel did not 
forget God’s commands and his dependence upon him, 


DOs Hei s GHER Ixix 


even in the midst of winning his way in the world, and 
making a name and a fortune for himself. 

Sunday Session. The Teacher’s Aim: ‘To show to the 
pupils Daniel's dependence upon God, and his fearless- 
ness in speaking the truth. 

There are several interpretations given to Daniel’s in- 
terpretation of the king’s dream, but that given at the 
close of the pupil’s Sunday lesson is very simple. Read 
in your secular history of the rise in power of the various 
peoples which succeeded the Babylonians—the Medes 
and Persians, who were in their turn conquered by the 
Macedonians; the divisions into which they separated; 
and finally, the all-embracing Kingdom of Christ. 

Again show Daniel’s fearlessness, his trust in God, his 
courtesy, his method of preparing for the test, and the 
way in which this is an example for us to-day. 

Expressional Session. The Teacher’s Aim: To show 
the result of loyalty to God, and to lead the pupils to 
desire to be loyal. 

Ask the pupils if there are any tests of loyalty similar 
to this, which new converts in foreign lands must endure 
to-day. Speak of the persecution for the sake of religion 
which many converts have to endure—the way in which 
they are frequently forced to give up homes and loved 
ones and business connections. Stories of this kind may 
be found in much missionary literature. ‘These modern 
sufferers for their religion are as true as were Daniel’s 
three companions. They trust God to deliver them, but 
if he does not, they will not serve other gods, any more 
than did Shadrach, Meshach, and Abed-nego. 


CHAPTER XX XV 


Week Day Session. The Teacher’s Aim: To give the 
historic background of the fall of Babylon. 

The downfall of Babylon is placed in Davis’ “ Diction- 
ary of the Bible,” in the year 539 B. c. Since Daniel is 
supposed to have been twelve or fifteen years old when 
he was taken to Babylon from Jerusalem in 605, he must - 
have been at this time an old man, nearly eighty years 
of age. Nebuchadnezzar had died; the names of his suc- 


Ixx TO THE TEACHER 


cessors are somewhat confused, but it is thought that at 
this time Nabonidus was king of Babylon, while his son, 
Belshazzar, ruled with him. This explains why the man 
who interpreted the meaning of the handwriting on the 
wall was to be “the third ruler.’ Daniel 5:7. Belshaz- 
zar is called the “son” of Nebuchadnezzar, but this word 
may also mean “successor.” ‘The queen who remem- 
bered Daniel, Daniel 5:10, 11, was not Belshazzar’s wife, 
for his wives were with him at the banquet, but either 
the queen-mother, the wife of Nabonidus, or some other 
older queen. Evidently, during the reigns of the succes- 
sors of Nebuchadnezzar, Daniel had withdrawn from the 
foreground, and was living in more seclusion than when 
he was younger. 

In connection with this lesson, read the books men- 
tioned with Chapter XX XIII and if possible, “ The Mas- 
ter of the Magicians,” by Elizabeth Stewart Phelps Ward. 
The picture of Doré, or that given in the Nelson Illus- 
trated Bible is interesting to use in connection with this 
lesson. 

Sunday Session. The Teacher’s Aim: To show that 
God will certainly punish the nation which does not obey 
his laws. 

With the introduction of the Medes and the Persians 
into the Bible story we come closely in touch with secular 
history. Darius was probably a ruler appointed under 
Cyrus, who is a well-known figure with the Greek 
historians, Herodotus and Xenophon, who both tell of 
him. He ushered in an era of Persian glory which “ for 
that brief time, embraced all that there was of civilization 
from the Himalayas to the Atgean Sea... . Of all the 
great nations of Central Asia, Persia alone is of the same 
stock as Greece and Rome. . . . Cyrus, first of the ancient 
conquerors, appears in other than a merely despotic and 
destructive aspect. It can hardly be without foundation 
that both in Greek and Hebrew literature he is repre- 
sented as the type of a just and gentle prince.” 

“ But yet more,” continues Stanley, “he belongs to the 
only nation in the contemporary world which, in any 
sense at all approaching to the Israelites, acknowledged 
the unity of the Godhead. The religion of the Persians 


TOSUAD REE AGH Whe Ixxi 


was, of all the Gentile forms of faith, the most simple and 
the most spiritual.... When Cyrus broke in upon 
Babylon, as when his son Cambyses broke in upon Egypt, 
as when Xerxes broke in upon Greece, it might almost 
have seemed as if the knell of polytheism eas been 
sounded throughout the world.” 

Babylon, on the other hand, had given itself over en- 
tirely to idol worship and to luxury. Although the invad- 
ing army was around its walls, “the whole population, 
through street and garden, through square and temple, 
were given up to the proverbial splendor and intoxication 
of the Babylonian feasts; music, perfumes, gold and silver 
plate, nothing was wanting. In the midst and chief of 
thisewas the feast of the;king. :“,..~Round; about were 
placed the images of the gods of wood and stone, of iron 
and brass, plated with gold and silver.” 

And so Daniel, in his interpretation of the writing on 
the wall foretold the downfall of the city. The words 
used are the names of weights and measures—MENE, 
the mina, or maneh, repeated for the sake of emphasis; 
TEKEL, the shekel; PERES, meaning “a half shekel,” 
divided, and suggesting in sound the word “ Persians.” 
The fate of Babylon was settled. The nation had brought 
destruction upon itself. 

In this connection read Stanley's “Lectures on the 
History of the Jewish Church.” 

Expressional Session. The Teacher’s Aim: To lead the 
pupils to feel and to express their appreciation of what 
true patriotism means. 

In this connection, read again Chapters XL to XLII of 
the First Year, dealing with citizenship. Lead the pupils 
to see that although they are young, now is the time to 
prepare for the future, when they can show their patriot- 
ism in themselves keeping the laws, and in voting for 
those who will administer the laws properly. In this day 
there is so much laxity in obedience to law, in certain 
lines, such, for instance, as automobile speeding eg, that 
even our Juniors do not regard breaking the laws as so 
serious a matter as did their grandparents. Lead them to 
feel the importance of keeping a law which has been put 
into the statute books, until it is repealed, and show them 


Ixxii TOME TRAGHER 


that our nation will fall as did Babylon, and France at 
the time of the Revolution if law-breaking is allowed to 
continue. 


CHAPTER XXXVI 


Week Day Session. The Teacher’s Aim: To make 
clear to the pupils the situation in Babylon at the begin- 
ning of the Persian domination. 

Darius the Mede was made king of Babylonia when 
Belshazzar was slain. He is supposed to have been a 
secondary king, put in power over this part of the empire, 
by Cyrus. He divided Babylonia into one hundred and 
twenty satrapies, or provinces, each with its own goy- 
ernor, and over these he put three “ presidents,’ of whom 
Daniel was the chief. This naturally inspired jealousy in 
the hearts of those under the Hebrew captive. Perhaps 
the feeling was a matter of long standing; at any rate 
they plotted against him, and worked upon the vanity of 
Darius to such an extent that, had not God intervened, 
they would have succeeded in their plot. Give to the 
pupils a word picture of the situation, and then let them 
develop a drama, assigning among themselves the various 
parts. This will be easy, if they have a clear picture of 
the situation, and follow the outline given in their lesson. 

Sunday Session. The Teacher's Aim: To help the 
pupils to desire and to resolve to try for that courage to 
be brave in God’s service, which Daniel showed. 

Continue the dramatization of the lesson stories. Con- 
trast vividly the king’s wakefulness and anxiety, and 
Daniel’s peace of mind. An old legend says that he slept 
that night with his head resting on a lion’s mane. Show 
some of the many beautiful pictures available, such as the 
two by Breton Riviere, or that of the angel descending 
into the den of lions, by William Strutt. 

Conclude by asking the pupils to mention some of the 
“lions” which they may meet, and by talking about how 
to conquer those lions. 

Expressional Session. ‘The T’eacher’s Aim: T'o lead the 
pupils to express a desire to stand firm for the right. 

Have at hand the lessons of the First Year of the 


TOME Be DEACHER Ixxill 


» course, which treat of the heroes of the first century A. D., 
and the more modern missionaries, and use these to show 
how it has been possible in all times and places to stand 
firm for the right. 


CHAPTER XX XVII 


Week Day Session. The Teacher’s Aim: To give to 
the pupils the historic background of the return of the 
Jews from exile. 

The story of the return as given in Sranlen? s “ History 
of the Jewish Church,’ may be read in this connection, 
and the account given in Davis’ “Dictionary of the 
Bible,” under “ Cyrus.” Perhaps you will find it advan- 
tageous to compare this journey with the journey of the 
Israelites from Egypt to Canaan, some eight hundred 
years before. 

Compare, for instance, the following points: 


1. The regions traversed. 

(a) From Egypt to Canaan was by the usual route, 
three hundred miles. 

(b) From Babylon to Jerusalem was about nine 
hundred miles. 

(c) The Wilderness of Sinai—towering mountains, 
occasional oases, with palm trees. 

(d) The journey of to-day’s lesson. Mainly across 
a flat, uninteresting plain overrun with wild 
Bedouin tribes. 

2. The number of people. 

(a) ‘The number of people in Moses’ caravan—more 
than two million. 

(b) The number of people in this caravan—forty- 
two thousand. 

3. ‘The start, in each case. 

4, The time taken for the journeys—forty years; four 
months. 

5. The difference in the people. Their trust in God, 
now, which had grown in the passing years so 
that they no longer turned to the worship 
of idols. 


Ixxiv TOWLE Bel Hae Gee ky 


(This comparison will afford an opportunity to review 
the lessons of last year.) 

Sunday Session. The Teacher’s Aim: To increase the 
pupils’ love for God, and their appreciation of the great 
things that he has done for them. 

In this connection speak of the joy that is felt in 
many communities at the building of a new church. 
Tell of the foundation-laying of some mission church 
of which you know, and urge the pupils to help in 
such work. ‘The Board of National Missions will give 
you information. 

Expressional Session. ‘The Teacher’s Aim: To lead the 
pupils to feel and to express the importance of world 
brotherhood. 

We in America have so many times to come into con- 
tact with the question of the treatment of other races 
than our own, that even with our Juniors who are too 
young to consider the question of a League of Nations, or 
a World Court, the subject is important.. Lead your 
pupils to see that to-day human beings are interde- 
pendent; that improved methods of communication have 
made the people of the world one huge family, none of 
whom can be affected without affecting the others also. 
An earthquake in Japan, a famine in China, a great fire in 
San Francisco, are known of all over the world almost as 
soon as they happen, and arouse equal expressions of 
sympathy. A war between two small nations may in- 
volve us all. Read the material given on this subject in 
“A Course in Citizenship and Patriotism,” by Ella Lyman 
Cabot and others, and select for reading and discussion 
the portions which seem to you best suited for your class. 


CHAPTER XXX VIII 


Week Day Session. The ‘Teacher’s Aim: To tell of 
the rebuilding of the Temple. 

Have provided before the class session the model of the 
Temple of Solomon used in connection with earlier les- 
sons. Ask the pupils to name some of the treasures that 
were cared for in the earlier building. Then speak of the 
number of times that the treasures of the Temple had 


Ee ACL Ry Ixxv 


been depleted by wicked and extravagant kings and by 
those who were forced to pay tribute to enemies (for in- 
stance, Hezekiah, II Kings 18: 14-16) ; speak of the final 
carrying away of all the valuables that were left, and the 
destruction of the building. Cyrus returned the vessels 
that he found, but there were many things that he could 
HIGLELEStOIe. 

Speak of the mingled joy and grief with which the 
foundations of the Second Temple were laid, and then 
of the delays and hindrances which discouraged the build- 
ers so that for fifteen years, the work was blocked. Give 
the dates here, definitely. 


he return under Zerubbabely 7... . DOSER Cs 
The foundation of the Temple laid. ...537 B. c. 
iiekworkscompletediien..s hyo... 08: SIS C 


Sunday Session. ‘The Teacher’s Aim: Tio show how 
much value there is in encouraging others. 

The prophets of the return were prophets of encour- 
agement. Haggai is supposed to have been an old man, 
and he looked back and encouraged the people by ex- 
amples of what had happened in the past. Zechariah, 
who was younger, looked toward the future. 

Find out something about Darius Hystaspis in secular 
history. If your pupils have studied the history of 
Greece, they will be able to tell you something of this 
king, who ruled eastward to India and westward to the 
Grecian Archipelago. It was his forces which were de- 
feated at Marathon, in 490 B. c. 

Expressional Session. The ‘Teacher’s Aim: To show 
the pupils that each day they are building character. 

The figure of “building” is used many times in the 
Bible. The “temple” of our bodies, the “house on the 
rock,” the “ building of God” are phrases used to denote 
character. The material brought together for the pupils 
indicates these various ideas. ‘The main point is consider- 
ation of the “ stones” which they lay in building for the 
future. Show that now, in their youth, is the time to lay 
the good foundation upon which to build as they grow 
older. 


ixxvi TO THE TEACHER 


CHAPTER XX XIX 


Week Day Session. ‘The Teacher’s Aim: To give to 
the pupils information about the second return from exile. 

It would seem as we read over the various stories of 
the return that, whatever lessons the Jews had learned 
during the period of the Exile, they had not learned the 
lesson of persistence. After their so frequently expressed 
longings for the homeland, we should expect them to 
have done everything that they could to restore it to the 
semblance of its former condition. Instead, they became 
discouraged and the long delays which they permitted 
themselves are surprising, when we consider the keen 
desire that they expressed for a land and nationality of 
their own. A glance at the dates at which the various 
events took place will show that the events of Ezra and 
Nehemiah cover a longer period than the Exile. 


The first return under Zerubbabel.......538 B. ¢. 
The foundations of the Temple laid..... 53/eBiEC 
(Encouragement of Haggai and Zechariah.) 
The completion of the Temple.......... DLS AB eee 
(More delays.) 

Lhe “returmamndertizra ates 458-457 B. ¢. 
(Walls still unrepaired.) 

Nehemiah yes erent nan nae enter ege 445 B. Cc. 


Look up this period of world history in a secular his- 
tory. You will find that the history of Greece and Persia 
touch many times. We have reached a period of which 
we have written accounts other than those in the Bible. 
George Ebers’ story of life under the Persian Cambyses, 
“The Egyptian Princess,’ is most interesting in this 
connection. 

Sunday Session. ‘The Teacher’s Aim: To lead the 
pupils to understand and appreciate Ezra’s dependence 
upon God. 

The number of people who returned to Jerusalem under 
Ezra was small in comparison with the number who had 
gone back with Zerubbabel. The party set out in utter 
dependence upon God, for Ezra was “ashamed” to ask 
for protection from the king. He felt that they were 
going on God’s errand, and so could put their trust com- 


TO THE TEACHER Ixxvii 


pletely in him. Nehemiah, a few years later, accepted the 
king’s guard, but of course his return was only an indi- 
vidual affair, and there was only a small party. 

Point out to the pupils that Ezra showed himself a 
good business man in the way in which he regarded the 
possessions of others. The two points to be emphasized 
are trust in God and responsibility. 

Expressional Session. The Teacher’s Aim: To lead the 
pupils to feel and express the duty of taking the proper 
care of the possessions of others which are intrusted to 
them. 

Stewardship, both in the care of God’s possessions, and 
in the care of the possessions of other people, is a topic 
which is very important among all of us, and is a lesson 
which must be taught particularly to our boys and girls 
of to-day. In a recent magazine article the account is 
given of a truth and honesty test given to certain school 
children in various communities in the United States: 

“In this test storekeepers and clerks were taken into 
the confidence of the experimenters. 

“The children were sent to purchase an article that was 
supposed to cost twenty-five cents. They were each 
given a quarter for the purchase. At the store the clerk 
would say, ‘ We are selling this article for fifteen cents 
to-day,’ and would return a dime to the child. This test 
was sometimes varied by having the clerk give the child 
a dime extra, in change, apparently making an error. 

“The test was to see how many children—and which 
ones—would bring back the dime to the teacher. 

“Sixty-four per cent of the children did not return the 
dime, either to the teacher or to the store. 

“The scientists who made this test insist that their 
selection of children was made so carefully that they feel 
safe in assuming that sixty-four per cent of all America’s 
children would have done as these children did.” 

This test shows how greatly the lesson of honesty in 
taking care of other peoples’ possessions is needed. But 
even where children would not fail in such a test as this, 
they are apt to be more careless of the property of others 
than they should be, and this is a good opportunity to 
teach them better things. 


Ixxviii LOVEE elEAGHER 


CHAPTER XL, 


Week Day Session. The Teacher’s Aim: To put before 
the pupils the story of Nehemiah. 

The story of Nehemiah is always most interesting. He 
was a practical idealist, filled with enthusiasm for Gad’s 
work, one who led his people in doing it, with practical 
zeal. He was like General Putnam in the Revolutionary 
War, who commanded his soldiers to trust God and to 
keep their powder dry. Nehemiah urged his men to 
work ; he ordered them to be ready to fight as well as to 
build; and yet his entire reliance was on God, and he felt 
all the while that he was working under the direct lead- 
ership of God. 

Read in secular history the accounts of this period. 
Remember that a Persian king was a tyrant, whose word 
was law. The position of cupbearer was important, and 
a gloomy countenance might mean death. Nehemiah’s 
journey to Jerusalem was quite different from that of 
Zerubbabel or of Ezra. He had with him only a small 
personal guard, and was probably entertained by the 
various governors along the way. 

The steps which he took after reaching Jerusalem are 
interesting, for he got the situation clearly in mind before 
putting it before others. 

Have put on the blackboard the map of the city, and 
indicate the various gates: the valley gate, leading to the 
Valley of Hinnom; the fish gate, near the fish market; 
the fountain gate; the dung gate; the sheep gate, which 
was near the Temple. (It was through this gate that 
sheep were brought for the Temple sacrifices.) The wall 
is said to have been two hundred feet high, with turrets 
and towers on the top, and broad enough for watchers to 
stand upon it. Rooms were built over the gates, which 
were fastened with iron bolts. 

A hymn to use with the Nehemiah lessons: “‘ My Soul, 
Be on Thy Guard.” 

Sunday Session. The Teacher’s Aim: To show the 
value of working together, and of holding firm for the 
right. 

Picture vividly the start in repairing the walls. Each 


LOSPELEATEACHER Ixxix 


family was given a section as near its own home as pos- 
sible. Even the women worked with enthusiasm. Nehe- 
miah 3:12. Rubbish was cleared away; good material 
was gathered together. And then the enemies began 
their attacks. But mockery and ridicule and conspiracy 
and attempted violence all failed because of Nehemiah’s 
practical common sense and trust in God. In fifty-two 
days the wall was finished. Ask the pupils to work out 
these dates. The wall was finished on the twenty-fifth 
day of the month Elul (September). Nehemiah 6:15. It 
had taken fifty-two days to repair it. When was the work 
begun? Nehemiah’s interview with the king had been in 
the month Nisan (April), and probably there was some 
time spent in preparation. The wall must have been be- 
gun early in August, after Nehemiah had rested three 
days, and had taken enough time to arouse the people to 
enthusiasm. From this we can see that his journey had 
taken less time than that of Ezra. 

The pupils will enjoy working out the story of Nehe- 
miah as a little play. It lends itself well to dramatization. 

Expressional Session. The Teacher’s Aim: To lead the 
pupils to feel the value of doing with all their might what 
their hands find to do, and to express this feeling. 

What great things would be accomplished, do you sup- 
pose, without enthusiasm? Show the part which enthusi- 
asm has played among modern missionaries. “It was 
enthusiasm which enabled Cyrus W. Field, after thirteen 
years of defeat, to lay the Atlantic cable. It was enthusi- 
asm, in spite of carping critics, that sped Stephenson’s 
locomotive to its triumphant goal. It was enthusiasm 
that sent ‘ Fulton’s Folly’ upon its successful way up the 
Hudson, to the dismay and consternation of his croaking 
detractors. It was enthusiasm that led Patrick Henry to 
utter those burning words of patriotic eloquence that 
every schoolboy delights to declaim.” 

Show the part which enthusiasm has played among 
modern missionaries. Zeal for God’s work burns in the 
hearts of those who go forth to teach and to preach in 
foreign lands. Speak of the enthusiasm of Henry Mar- 
tyn, or of Fidelia Fiske, and urge the pupils to read some 
of the stories of people whose enthusiasm has led them 


Ixxx TOs lH Ee DEAGHER 


to do a great work for God and for the world. Such 
stories may be found in “Men Who Made Good,” by 
John T. Faris; “A Noble Army,” by Ethel Daniels Hub- 
bard; “The Book of Missionary Heroes,’ by Basil 
Mathews. 


CHAPTER X LI 


Week Day Session. The Teacher’s Aim: To tell of 
Ezra and the first Bible school, and of Robert Raikes and 
the first modern English Bible school. 

The Bible does not give us information as to what Ezra 
was doing in the period between his return to Jerusalem 
and that of Nehemiah. It is generally supposed, how- 
ever, that he spent the time in studying and translating 
the law. At any rate, a week after the completion of the 
repairs on the wall of the city, there was a popular de- 
mand for the reading of the law. The people seem to 
have known something of Ezra’s knowledge of God’s will 
for them, and so called upon him. A sort of wooden pul- 
pit was erected and there he and the other scribes read to 
the people from the early dawn until noon. As the Jews 
of that day spoke Aramaic, and the law was written in 
the old Hebrew, Ezra and his assistants not only read 
but translated and explained what they read. 

It seems strange that the people knew so little of what 
the law contained, and we wonder what the priests and 
scribes in Jerusalem had been doing during the years 
since the return. Apparently the feast of tabernacles had 
been forgotten, although it had been celebrated immedi- 
ately after the return from the Exile. Ezra 3:4. The 
Jews do not seem to have considered the day “holy,” 
because it was the civil new year’s day, the feast of trum- 
pets, but rather because it was the time of the new moon. 

Nehemiah was called the governor and wisely urged 
the people to rejoice in their new knowledge of the law, 
rather than to weep for the past, and henceforth to try to 
carry out its provisions. 

Tell something of the beginnings of the modern Sun- 
day school. You will find such information in the article 
“Robert Raikes,” in “The Encyclopedia of Sunday 
Schools and Religious Education.” 


TOCLHE TREACHER Ixxx1 


Sunday Session. ‘The Teacher’s Aim: To give to the 
pupils some instruction about Malachi, the last prophet 
of the Old Testament. 

Ask the pupils to find the last book of the Old Testa- 
ment. Then have them quickly review the names of all 
the books. Point out to them that the books are not ar- 
ranged in chronological order. The historical books are 
put together. So The Books of Ezra and Nehemiah, 
which tell of the last period of Old Testament history 
are about the middle of the Old Testament. The 
Prophets Haggai and Zechariah, of whom we have 
studied, lived at the time of which these books tell, and 
Malachi lived also in the latter part of this period. 

Give to the pupils some of the teachings of Malachi, 
and have them pick out familiar phrases. Talk about the 
“tithe,” and Malachi’s prophecy of the coming of Christ 
and of the “ messenger ”’ (John the Baptist), Malachi 3: 1. 
Particularly emphasize tithing, and our duty as stewards 
of God. 

Expressional Session. ‘The Teacher’s Aim: To increase 
the pupils’ love for the Bible, and to show them how im- 
portant it is for them to know God’s law and to do it. 

Ask the pupils to turn to Psalm 119 in their Bibles. 
Divide the verses among the members of the class. Let 
them see how many words there are used for the Bible; 
who can find first a verse which does not have a word 
which means “ Bible”? (There are only two such verses, 
verses 121, 122.) Make a list of the terms used, such as 
“law, “testimonies,” “judgments,’ “statutes,” ‘“ pre- 
cepts.’ Close the hour with emphasis upon the impor- 
tance of knowing and of doing God’s will. 


CHAPTER XLII 


Week Day Session. The Teacher’s Aim: To give to 
the pupils some idea of the period of Jewish history be- 
tween the Old and the New Testaments. 

The books of the Maccabees are of course not found in 
the Bible, but in the Apocrypha. ‘They are valuable as 
giving a historical account of the period between the Old 
and the New Testaments. It will pay the teacher to read 
the books of the Maccabees for herself. The Jews suf- 


Ixxxli TO THE TEACHER 


fered terribly at this time, and Mattathias and his five 
sons and a small band of followers could no longer endure 
the treatment which they received. They withdrew into 
the mountains. After-two years Mattathias died, and 
was succeeded by his son, Judas, called “ Maccabzeus,” 
meaning “hammer”, probably as the French called 
Charles Martel “ The Hammer,” or as the subjects of Eid- 
ward I of England dubbed him “The Hammer of the 
Scots.” 

Against Judas various forces were sent out by Anti- 
ochus. He defeated them, one after another. Finally a 
force of forty-seven thousand men under Lysias was sent 
against Judas. Judas, with an army of only six thousand 
men, told those who were afraid to go home, as Gideon 
had done, so many hundreds of years before, and with a 
force of only three thousand surprised the Syrians, and 
put them to flight. The next year he defeated a large 
army at Beth-zur, and entered Jerusalem, where once 
more T’emple worship was established. The rule of the 
Maccabees lasted until 37 B. c., when the Romans put 
Herod in control of Judea. 

A Book to Read—‘“ Between the Testaments,’ by 
Charles M. Grant. 

Sunday Session. The Teacher’s Aim: To continue the 
teaching about the Maccabees, and to show the pupils the 
importance of faith in their lives. 

See that the pupils have finished all the handwork and 
the notebook work for the year, that has been missed. 
Perhaps you will care to have a pageant, showing the 
various periods of which the pupils have studied. It is 
possible to show also a representation of the advance of 
religious education. At least have an exhibit of the hand- 
work and the notebook work accomplished during the 
year. Your models of the Temple, maps, costumes, 
charts, scrolls, and so on, all may be arranged to form a 
surprisingly interesting exhibit to which parents and 
friends may be invited. The children will be eager to 
explain what they have done and learned. 

Expressional Session: The Teacher’s Aim: To bring 
to a conclusion the year’s work, and to lead the pupils to 
express a desire to follow Christ. 


LOPE EaditA GH ER Ixxxiii 


The year’s work is concluded with this lesson, and it 
should have led our pupils not only to a better knowl- 
edge of the Bible and its contents, but, more important 
still, to a decision to follow Christ. They should realize 
better than they would have without the course the value 
of deciding now, when they are only Juniors, to try to 
obey God and to do his will. This is the end of religious 
education; we have failed if we have not led to this 
decision. 


“Tam a potter 
And fine is the clay of my working. 
True and smooth-running must be my wheel, 
Pure and glowing my fire. 
Plastic the clay in my hands 
Receives in itself every impress; 
Strange, the clay in my hands 
Makes impress ineffaceable ever. 
Finely, carefully, lovingly, 
My hands must fashion this vessel; 
Gently, gently, delicately 
Must the turning wheel smooth it; 
Deeply, warmly, not searing, 
My fire must burn it to glazing. 
I am a potter: 
My clay is the mind of a child.” 
—M. Loutsgé MizeEn, in the Journal of the 


National Education Association 


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CHAPTER I 
WEEK DAY SESSION 
SAMUEL, THE RIGHTEOUS JUDGE 
I Samuel 4: 1-11; 5: 1-5; 6:1, 2; chapter 7 
Tur Mrmory VERSE 
“ Hitherto hath Jehovah helped us.”—I Samuel 7: 12c. 


Tur Lesson Story 


The little lad Samuel grew up in the tabernacle. He 
learned there many lessons of wisdom, for again and again 
the Lord appeared to him and gave to him messages for the 
people. Gradually he succeeded old Eli in the leadership of 
Israel. 

About this time the Israelites, probably without asking the 
advice of Samuel, made an attack upon their old enemy, the 
Philistines. ‘They suffered a terrible defeat, for four thou- 
sand of their men were killed. The remainder of the army 
retreated to camp. ‘There they asked the advice of the elders 
as to what they should do. “ Why has the Lord allowed us 
to be defeated in this battle?’ the elders asked one another. 
“Perhaps it would be well for us to bring the Ark of the 
Covenant from the tabernacle at Shiloh, and take it into the 
battle with us.” 

Now the people probably remembered that their ancestors 
had followed the Ark through the Jordan; that when they 
followed it and encircled the walls of Jericho, those strong 
walls had fallen. Perhaps God wanted them to put the Ark 
in the forefront of the battle again. They hurried to Shiloh, 
and, without asking the advice of Samuel, they took the Ark 
out of the tabernacle to the camp. 

But this act displeased God. He did not give victory to 
the Israelites. ‘The Philistines fought harder than ever, and 
the Ark of God was captured! Hophni and Phinehas, the 
two sons of Eli, were killed, and when old Eli heard the 


3 


4 JUNIOR CHURCH SCHOOL LESSONS 


news, he fell backward and died. So God showed his dis- 
pleasure at the Israelites’ act in taking the Ark into battle. 

For seven months the Ark of the Covenant remained in 
the land of the Philistines. During all that time the Philis- 
tines suffered from various misfortunes. When they carried 
the Ark into the temple of their god, Dagon, the image fell 
upon its face and was broken. ‘Then a severe plague at- 
tacked them and many of them died. The country was over- 
run with mice. They determined that the Ark was the cause 
of their troubles, and decided to send it back to the people 
of Israel, with a present. A message was sent, and the men 
of Israel came to meet the men of the Philistines, and carried 
home the Ark. Once more the greatest treasure of the 
Israelites was in the homeland, in the city of Kiriath-jearim, 
where it remained for twenty years. 

Once more the people had learned the lesson that they 
should worship only the true God. So, when Samuel called 
them to a meeting at Mizpah, they came confessing their 
sins, and promising to serve God only. ‘There were many of 
them who gathered for this purpose. The Philistines, seeing 
the assemblage, feared that it meant war. They gathered to 
attack the Israelites. But Samuel prayed for help, and God 
heard his prayer and the prayers of the people. There was 
a great storm of thunder and lightning, and the Philistines 
fled. The Children of Israel followed and, with God’s help, 
won a great victory. 

In commemoration of this victory Samuel set up a great 
stone near Mizpah, a stone called ‘ Ebenezer,’ which 
means, “ Hitherto hath Jehovah helped us.” 

And as long as Samuel was judge, the Philistines did not 
come against Israel. They knew that they were powerless 
against> the Israelites when their God was fighting for 
them. 

As for Samuel, he continued his work as judge and 
prophet, going from one city of Israel to another, giving to 
the people the messages which God gave to him, and doing 
his duty in every way. 


HANDWORK 


At the very beginning of the lessons which you are to 
study this year, it will be well to know just as much as pos- 


JUNIOR CHURCH SCHOOL LESSONS 5 


sible about the geography of Palestine. If you have kept in 
good order the relief map of Palestine which you made last 
year, review the main geographical features, and then try to 
put a map on the blackboard from memory, marking the 
mountains, seas, and lakes, and the River Jordan. 

If your class did not make a relief map before, try your 
hand it. The directions are given in the first-year book, 
page 95. 


NoteBook Work 


Get a new, loose-leaf notebook. You can find these at the 
ten-cent store. On the first page write your name and the 
name of your school. On the second page write the title of 
these lessons—‘‘ The United Kingdom.” ‘Then on the third 
page write the heading, “Samuel, the Righteous Judge,” 
and tell something about Samuel. 


Memory Work 
Learn the words of the first verse of the familiar hymn, 


“Come, Thou Almighty King.” 


“Come, thou almighty King, 
Help us thy name to sing, 
Help us to praise: 
Father, all-glorious, 
O’er all victorious, 
Come, and reign over us, 
Ancient of days.” 


SUNDAY SESSION 
SAUL CHOSEN KING 
Ppatmucltoclel OOo 4 725207 Ol Zeey, 


THe Memory VERSE 
“For this God is our God for ever and ever: | 
He will be our guide even unto death.”—Psalm 48: 14. 
THE Lesson Story 


For many years Samuel ruled over the people of Israel, 
winning many victories in battles, and giving many wise de- 


6 JUNIOR CHURCH SCHOOL LESSONS 


cisions, as judge. Then, when he was an old man, the people 
became restless and impatient. ‘They came to him and de- 
manded that he appoint a king over them, such as the nations 
round about them had. 

Samuel was displeased. And God was displeased, too, for 
God had been the real King of the Israelites. Nevertheless 
God spoke to Samuel and told him to listen to the words of 
the people. First, however, Samuel tried to persuade them 
that they would not be satisfied if they did have a king; he 
would demand great taxes from them to support his house- 
hold and armies. He might be cruel and tyrannical. Be- 
sides, God himself was their King. What more did the 
people of Israel want? In every way Samuel tried to dis- 
suade them from their purpose. But when they insisted, he 
promised, at God’s command, to do as they wished, and 
ordered them first to go back, each man to his own city. 

The first king of Israel chosen by Samuel at God’s com- 
mand was Saul, the son of Kish, of the tribe of Benjamin. 
Apparently Saul was a fine young man. The first we see of 
him he and a servant were seeking for the lost asses of his 
father, in the country near Ramah, the city where Samuel 
lived. ‘They could not find the animals, and so went to 
the home of the prophet, to ask if he could tell anything 
about them. 

In the meantime God had spoken to Samuel, and had told 
him that the future king of Israel was coming to him. God 
told him what to do, and so, when Saul arrived, Samuel 
received him kindly and entertained him with the best food 
and drink, and told him of God’s choice of him as king. 
The next morning the young man started toward home and 
the old prophet went part way with him. As they parted he 
poured a few drops of sacred oil on the young man’s head. 
By this sign he showed that God meant Saul to be the king. 

Later Samuel called together the people of Israel at Miz- 
pah. He commanded them to cast lots fora king. First the 
tribes came together, and lots were cast. The tribe of 
Benjamin was selected. ‘Then the members of that tribe 
were brought together, and again lots were cast. Finally, as 
God had told Samuel, Saul the son of Kish was selected. 
But when they looked for him, he could not be found. He 
was hiding among the baggage, The people ran to him; 


JUNIOR CHURCH SCHOOL LESSONS y) 


they made him come out. As he stood there so modestly 
before them they could all see that he was head and shoul- 
ders taller than the rest of the people—a fine-looking man, 
fit, it seemed to most of them, to be king over them. 

And so Israel was to be ruled by a human king, instead of 
by God alone as King. They gave up the best things for the 
second best, and they suffered for their choice. 


Purtinc THE LESSON INTO THE LIFE OF THE CLASS 


Don’t you think that the people of Israel were foolish to 
choose to have a human king instead of having God alone as 
King? But do you not sometimes make just as foolish 
choices? Did you ever make a chum of a boy because he 
had a fine bicycle, even although you knew that he was not 
so honorable as he might be? Did you ever associate with a 
girl who lives in a fine house and has fine clothes, just 
because she has those things, instead of making friends with 
some one who has a fine character and not such fine things? 
Then you choose second-best things instead of the very best. 





Samuel tried to persuade the people of Israel to do the 
right thing, but they did not follow his advice. Do you 
always listen to the advice of those who are older and wiser 
than you are? 





Saul did not push himself forward to become king, even 
although he knew that he had already been selected by God’s 
command. When you are selected for any position of trust, 
be modest and unassuming about it, and you will find that 
that is the better way. 





Before you make a choice that is important to you, ask 
the advice of older people and particularly aa God’s help 
in making the decision. 


Tur Lesson TRutTH IN Your LIFE 


The greatest choice of all that 1 can make is the choice to 
serve God. 


8 JUNIOR CHURCH SCHOOL LESSONS 


EXPRESSIONAL ACTIVITY 


Listen to the advice of older people this week. 

Try to choose the best. 

Be modest if you are called upon for any honor. Remem- 
ber that you serve God as your King. 


Tue CHILD AND THE YEAR 


Said the child to the youthful year: 
“What hast thou in store for me, 

O giver of beautiful gifts! what cheer, 
What joy dost thou bring with thee? ” 


“My seasons four shall bring 
Their treasures: the winter’s snows, 

The autumn’s store, and the flowers of spring, 
And the summer’s perfect rose. 


“ All these and more shall be thine, 
Dear child—but the last and best 
Thyself must earn by a strife divine, 

If thou wouldst be truly blest. 


“ Wouldst know this last, best gift? 
*Tis a conscience clear and bright, 

A peace of mind which the soul can lift 
To an infinite delight. 


“Truth, patience, courage, and love, 
If thou unto me canst bring, 
IT will set thee all earth’s ills above, 
O child! and crown thee a king!” 
—CELIA THAXTER. 


EXPRESSIONAL SESSION 
HOW) TOV,ACCEPT HONORS 
I Samuel 9:21, 22; 10:22, 23 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


When Samuel first told Saul of the high honor which God 
was going to give to him, Saul seems to have felt that he 
was not worthy to receive it. When he returned to his home, 
he did not brag about what had happened to him. Even 





JUNIOR CHURCH SCHOOL LESSONS 2) 


when he had been chosen king by lot, by the people of Miz- 
pah, he-could not be found, for he had hidden himself. Saul 
was modest about his ability. He did not push himself for- 
ward, but waited until he was sure that he was wanted. 
That is a lesson for us all to learn. We should be modest 
about our ability. We should not brag of what we have 
done. We should let others talk of our honors, and should 
not talk too much of ourselves. God wants us to keep our- 
selves from false pride, for “ pride goeth before destruction, 
and a haughty spirit before a fall.” Let us not boast of our- 
selves. Let us try always to be modest and unassuming 
about what we have done, and what we are going to do. 


THE CLAss PRAYER 


Our Father in heaven, help us to realize that all the honors 
that come to us come first of all from thee. Help us to keep 
our hearts from pride, and our tongues from bragging. We 
ask in Jesus’ name. Amen. 


VERSES FoR USE IN THE MEETING 


Psalms 101: 6b* 13121; Proverbs 16:18; 21:4; Ecclesi- 
Bstese/ ose lsatany 2 viz sn eremiah 3 los 4Lake nl yo) o2s 
Romans 12:3; James 4:6; 1 Peter.5: 5. 


Hymns THat May Br UseEp IN CONNECTION 
WITH THE MEETING 


eablestuAte.the)Pure,in Heart,” 

* Quiet, Lord, My Froward Heart.” 

“ Love Thyself Last.” 

“The Wise May Bring Their Learning.” 


QUESTIONS FoR UsE IN THE MEETING 


1. How did Joseph receive the honors which Pharaoh 
bestowed upon him? Genesis 41:16, 32, 37-45. 

2. How did Moses receive the honors which God gave 
tohim? Exodus 4: 10-12. 

3. How did Samuel receive God’s call? I Samuel 3: 10. 

4. Which of these leaders received God’s call in the 
best way? ; 


10 JUNIOR CHURCH SCHOOL LESSONS 


5. How can you tell when God is calling you? 
6. Did you ever hear God’s voice telling you that he had 
chosen you for special duties? 


‘Topics For Discussion or REPORTS 


1. Compare the ways in which Joseph, Moses, Samuel, 
and Saul received God’s call. 
2. God Calling His Children To-day. 
3. How to Hear God’s Call. 
4. Modesty and Laziness. 
5/7 deride: 
6. Boasting and Bragging. 
7. Thinking Too Little of Ourselves. 
8. Thinking Too Much of Ourselves. 


To READ IN THE MEETING 


“Truly great men never think of themselves more highly 
than they ought to think.” 





The boaster and braggart often finds that he cannot do so 
much as he thinks that he can. Be sure that you can do all 
that you say you can do. 





It is said that George Washington, “ when John Adams 
first mentioned the Virginian as the most suitable com- 
mander-in-chief of the American Army, darted out of the 
room, and did not return while the matter was in debate. 
When informed of his unanimous election, he declared very 
earnestly that he did not think himself equal to the 
command.” 





“ Anoint us kings! Aye, kingly kings, O Lord; 
Anoint us with the spirit of thy Son; 
Ours, not a jeweled crown—a blood-stained sword, 
Ours, by strong love, for Christ a Kingdom won.” 


SoMETHING To Do THis WEEK 


Be modest in your claims of what you can do. 
Do not brag of yourself or of your possessions. 


CHAPTER II 
WEEK DAY SESSION 
SAUL WINNING. A KINGDOM 
I Samuel 11: 1-13 
THe Memory VERSE 


“For this God is our God for ever and ever: 
He will be our guide even unto death.”—-Psalm 48: 14. 


+ 


THE Lesson STorRY 


In the northern part of the territory of the Israelites and 
across the Jordan was the city of Jabesh-gilead. This city 
was exposed to the attacks of the heathen Ammonites; and 
shortly after Saul was chosen by lot as the king of Israel, 
before he had been formally put in office, the city was sud- 
denly besieged by King Nahash of Ammon. So violent and 
unexpected was the attack that the men of Jabesh-gilead 
could not stand out against it. ‘They asked Nahash for 
terms of surrender. 

But Nahash was a heathen. He must have been a man 
of terrible cruelty, for he made an awful condition of peace. 

“On this condition will I make it with you,” he said, 
“that all your right eyes be put out.” 

Of course the people of Jabesh-gilead could not consider 
such a condition as that. They asked for seven days’ delay, 
and sent messengers to the other people of Israel. They 
hurried to Saul, and told him what had happened. 

“The Spirit of God came mightily upon Saul when he 
heard”? what had happened in Jabesh-gilead. Perhaps he 
was plowing at the time, for after he had been chosen king 
at Mizpah, he had gone home to Gibeah, and was doing his 
work just as he had always done, waiting for some message 
from God. Now he took a yoke of oxen; he killed them and 
sent the pieces by messengers to all parts of Israel, with a 


11 


12 JUNIOR CHURCH SCHOOL LESSONS 


stern message: “ Whosoever cometh not forth after Saul 
and after Samuel, so shall it be done unto his oxen.” 

The message was from God. The people responded 
quickly and came together at Bezek—more than three hun- 
dred and thirty thousand men. Quick runners were sent to 
Jabesh-gilead to tell them that relief was coming. Saul 
divided his men into three companies. ‘That same night 
they moved forward. The distance from Bezek to Jabesh 
is only eighteen miles; and it was still dark when they came 
upon the enemies’ forces and surprised them. The three 
companies attacked at different points. The men of Jabesh- 
gilead rushed out to join their friends. ‘The sleeping enemy 
was completely routed, and fled in terror. The Israelites 
pursued until mid-day and even the king of the Ammonites, 
himself, Josephus the historian tells us, did not escape, but 
was killed. 

Of course this great victory roused great enthusiasm for 
Saul. The people demanded once more that he be made 
their ruler. But Saul declared that the victory was not his, but 
God’s: “ To-day Jehovah hath wrought deliverance in Israel.” 

But Samuel knew that now Saul had proved himself, and 
it was time for him to begin to reign. He called together 
the people at Gilgal, and there, with fitting sacrifices and 
burnt offerings, they made Saul king before Jehovah. 

So Saul began his reign wisely and well. If he had only 
continued as he began, his history would have been very 
different from what it was. 


HANDWORK 


For this lesson, make a crown, to show that Saul was the 
first real king of Israel. Take a strip of gilt paper about an 
inch wide, that will just encircle your head, and paste the 
ends together. ‘The crown of the Hebrew kings was gen- 
erally a circlet of gold. Sometimes it was studded with 
jewels. You may make “ jewels” in your crown if you 
want to. 


NotrBook Work 


Tell in your notebook page for this lesson the story of 
how Saul won the kingdom. This is the third time that he 
really was chosen king. 





JUNIOR CHURCH SCHOOL LESSONS 13 


Mar Work 


On your map of Palestine mark Jabesh-gilead, Gibeah, 
and Gilgal. In the back of your notebook begin a geograph- 
ical index, entering the important places like this: “ Gibeah. 
A town in Benjamin. ‘The home of Saul.” Then, when 
you find out more about Gibeah, or Gilgal, or Jabesh-gilead, 
you can make a note about that. Arrange the places alpha- 
betically and leave about half a page for each letter of the 
alphabet. 


MrEmory Work 


TRUST AND OBEY 


“When we walk with the Lord 
In the light of his Word, 
What a glory he sheds on our way! 
While we do his good will, 
He abides with us still, 
And with all who will trust and obey. 
Trust and obey, 
For there’s no other way 
To be happy in Jesus 
But to trust and obey.” 


SUNDAY SESSION 
SAUL LOSING HIS KINGDOM 
1samuel 1521-23 


Tue Memory VERSE 
“To obey is better than sacrifice.’—I Samuel 15: 22b 


Tue Lesson STorY 


Saul began his reign well. He said to the people that his 
first victory had come from God. But soon he began to 
show that he was not so modest and unselfish as he had 
seemed to be. He showed himself more and more self- 
willed and determined to follow his own way. 

The first time this showed plainly was again at Gilgal. 
Saul had gathered together a great army and prepared to go 


14 JUNIOR CHURCH SCHOOL LESSONS 


to war against the Philistines. Samuel had told him, at 
God’s command, to wait seven days, until he should come 
and offer sacrifice. 

The days passed. Samuel did not come and Saul grew 
impatient to fight. On the seventh day he decided to dis- 
obey the prophet. He himself offered sacrifice. Samuel 
came, before the sacrifices were completed. He pointed out 
to Saul the fact that he had been disobedient to God. Now, 
God warned him, he must be punished. The kingdom would 
not remain in his family. He should not be succeeded by 
his son, but by a stranger. 

But this was not enough of a lesson for Saul. A little 
later a similar disobedience occurred. Samuel told him that 
it was God’s will for him to go to battle against the Amale- 
kites. He would win a great victory. He was to kill all 
the enemy. Even their cattle were to be destroyed. 

Saul gathered together his army. They attacked the 
Amalekites and won a great victory over them, as Samuel 
had foretold. But Saul did not obey the prophet’s word. 
It seemed a shame to him to kill the animals. He did not 
order the people to kill them all. He saved the very best, 
and killed only the worst. And he did not kill all the men of 
the enemy, either. He took them prisoners. He even spared 
the king, thinking, perhaps, that through him he would 
receive great renown. 

God was displeased at this disobedience. Saul would 
never make a good king when he himself would not obey. 
God spoke to Samuel and told him that Saul should no 
longer be king over the people. Samuel prayed that Saul 
might be spared, but God did not grant his prayer. 

In the morning, when Samuel went to the camp, he heard 
the bleating of sheep and the lowing of cattle. 

“What meaneth then this bleating of the sheep in mine 
ears, and the lowing of the oxen which I hear?” he asked. 

Saul showed then that he had fallen very low. He tried 
to put the blame on some one else—“ The people spared the 
best of the sheep and of the oxen, to sacrifice unto Jehovah,” 
he said. 

Samuel knew that this was just an excuse. He told Saul 
sadly what God had commanded him to say. Because of 
Saul’s disobedience God had rejected him as king. He could 


—" 


JUNIOR CHURCH SCHOOL LESSONS 15 


not rule, since he could not obey, for “’To obey is better 
than sacrifice, and to hearken than the fat of rams.” 

Saul continued to rule for some time after this, but he no 
longer enjoyed God’s favor. The end of his reign was fast 
approaching. 


Puttinc THE Lesson Into THE LIFE OF THE CLASS 


“He who commands others rightly must himself first 
learn to obey.” If you want to rule others, learn first to 
rule yourself. 





“He that is slow to anger is better than the mighty; 
And he that ruleth his spirit, than he that taketh a city.” 





God wants heart worship, and not outward show. If you 
go to Sunday school on Sunday, and then cheat in school on 
Monday, you are like Saul. 





God wants us to love him and obey him because we want 
to. Then our sacrifices will be true sacrifices of a loving 
heart, and not outward show. 





Do you think that Saul deceived himself when he told 
Samuel, verse 20, that he had obeyed the voice of Jehovah, 
or do you think that he was telling a falsehood? Does any- 
thing like that ever happen in your life? 





“ As we read what Saul did, let us think of the treach- 
erous Amalekites as very like the faults against which you 
and I must fight every day. God has said, ‘Spare them 
not.’ Saul got his thousands of soldiers together in the 
valley near the chief city of the Amalekites. Soon they 
joined battle and it raged, as verse 7 says, from Arabia 
[Havilah] over to Shur. Everywhere the Amalekites went 
down. before the blows of God’s soldiers. Those soldiers 
were working as you and I do when we say: ‘I will drive 


16 JUNIOR CHURCH SCHOOL LESSONS 


out all the Amalekites of sin from my heart. Here is jeal- 
ousy ; down goes that Amalekite. Here is backbiting ; down 
goes that Amalekite. And what slaughter we can make 
among our sins, striking right and left!) But what is that 
out yonder, lifting up his head? It is Agag.’” 


Tur Lesson [RUTH IN Your LIFE 


Obedience to God is the most important thing in the 
world. And you will ebey him best if you love him, with all 
your heart and mind and strength. 


EXPRESSIONAL ACTIVITY 


Try this week to be especially obedient to those in 
authority. 


A LirtLE Story To READ 


Once upon a time E,\verett’s mother told him that he might 
have ‘“ just one cookie.” But when she came to the cookie 
jar,, to gét-the cookies’ for tea; there “wasn t evenmore 
cookie left! 

“ Fiverett,” she said, “you have eaten all the cookies. I 
told you that you might have just one. How did it happen 
that you took more?” 

“T did take only one cookie, mother. I did take only one,” 
he said. 

‘Why, Everett! There has been no one else here! What 
do you mean by saying such a thing as that?” asked his 
mother, shocked. 

“T did take just one,” he insisted—“ but—I took one a 
great many times.” 

This is a true story of a little boy who lived not so very 
long ago. Do you think that he thought he was really obedi- 
ent to ‘his mother? Don’t you think that he was like Saul? 
He did what he wanted to do, and then he tried to make 
himself and others think that he had been obedient. He 
tried to deceive himself. Did you ever do anything like 
that? If the temptation to do such a thing comes, think 
clearly about what real obedience is, and you will never get 
into trouble as Saul did, or as Everett did. 


JUNIOR CHURCH SCHOOL LESSONS 7 
EXPRESSIONAL SESSION 


BLAMING OTHERS FOR ONE’S OWN FAULTS 
1eoamiel Selo 21 


SUGGESTIONS FOR THE I,EADER’S OPENING ADDRESS 


There is one great fault which many of the people of the 
world have had ever since the very beginning of time. That 
fault is the fault of trying to put upon others the blame for 
things for which we ourselves are really responsible. Adam 
and Eve did this in the Garden of Eden; Aaron did it at the 
time when the golden calf was made in the wilderness while 
‘Moses was up in the mount; Saul told Samuel that the 
people were responsible for saving the sheep and the cattle 
which God had commanded that they destroy. Many, many 
times nowadays we find people doing something like this. 
We try to escape punishment by putting blame on others 
when we really know in our hearts that the fault is our own. 
Let us ask God to keep us from this fault. 


Tur CLASS PRAYER 


O Lord, make us brave to take the blame as well as the 
praise for our own deeds. Let us act honestly, and if we do 
make mistakes, let us not try to shift the blame on others 
and try to make excuses. We ask in Jesus’ name. Amen. 


VERSES FOR Us&s*IN THE MEETING 


Génesis 3:12, 13; Exodus 32:21-23; Proverbs 11:9; 
Ame eRe O 2O 6726 2 1b uke-073 1, 


Hymns THAT May Be Usep IN CoNNECTION 
WITH THE MEETING 


“Dare to Be Brave.” 

“Trying to Walk-in the Steps ai the Saviour.” 
“ Courage, Brother! Do Not Stumble.” 

“ Yield Not to Temptation.” 

“Come, My Soul, Thou Must Be Waking.” 
“ Now to Heaven Our Cry Ascending.” 


18 JUNIOR CHURCH SCHOOL LESSONS 


Hilt Y our.ideart Keeps tight.2 
‘Live for: Others.” 


QUESTIONS FoR Usk IN THE MEETING 


1. Did you ever try to put the blame upon another, when 
you yourself deserved it? 

2. What made you do it? 

3. Were you brave or cowardly? 

4. What other sin does this sin often lead to? 

5. What sin did it lead Saul to commit? 

6. Isa liar apt to be brave? 


‘Topics FoR Discussion OR REPORT'S 


Adam and Eve Blaming Others. 

Saul Blaming Others. 

Aaron Blaming Others. 

Excusing Ourselves by Blaming Others. 
Taking One’s Own Punishment. 

The Cowardice of Lying. 


Om aides cia te 


To READ IN THE MEETING 


“To deny a fault doubles it.” To accuse some one else, 
doubles the fault also. 





“ Show your loyalty to truth by never keeping silent when 
you should speak; never exaggerating or shading the facts 
so as to give a wrong impression; never keeping back part 
of the facts; never repeating evil which you have heard 
about another.” 





“ Be to others kind and true 
As you’d have others be to you; 
And neither do nor say to men 
Whate’er you would not take again.” 


SOMETHING To Do THis WEEK 


Each time that it is necessary, be sure to take the blame 
for your own faults. Do not blame others when you your- 
self are responsible. 


GiB Re Lok 
WEEK DAY SESSION 
THE ANCESTRY OF DAVID 
Ruth 4:17; I Samuel°l6: 1 


Tur Memory VERSE 


“Jehovah seeth not as man seeth.”—I Samuel 16: 7c 


Tue Lesson StTory 


Do you remember the story of Ruth, the beautiful maiden 
from Moab, who left her own country and friends in order 
to accompany her mother-in-law, Naomi, back to Bethlehem ? 
You remember that Ruth was later married to Boaz, a well- 
to-do farmer of Bethlehem, and that they had a little son 
whom they named Obed. 

In the course of time Obed grew up and married, and in 
his turn had a son, Jesse. Jesse, too, married and had a 
large family. He had eight sons. The oldest of these sons. 
was Eliab; the second was Abinadab; the youngest of all 
was David, whose name means “beloved,” or “ darling.” 
There were two girls in the family, but they were much 
older, and they had sons—Joab, and Abishai, and Asahel, 
and Amasa—who, although they were David’s nephews, 
were just about the same age as he was. 

For many, many generations the family of Jesse had lived 
in Bethlehem. They were well-to-do. Jesse was the chief 
man of the village, and some stories not found in the Bible 
tell us that he was a weaver of carpets. 

Bethlehem was a small town at this time. It is situated 
in the hills five miles south of Jerusalem, which then was in 
the possession of enemies of the Israelites. Bethlehem had 
long been connected with the history of the people of Israel. 
It was there that Benjamin, the youngest son of Jacob, the 
brother of Joseph, was born, and that Rachel, Jacob’s wife, 


19 


2 JUNIOR CHURCH SCHOOL LESSONS 


died. When the people of Israel came back from exile in 
Egypt, the part of the land in which Bethlehem was situated 
was given to the tribe of Judah. 

And here the boys and girls of Jesse’s large family grew 
up. They all had their duties to perform. ‘The three eldest 
sons fought in Saul’s army in time of war. The youngest 
son, David, was given the care of the sheep. 

To be a shepherd: in those days, a thousand years before - 
Christ, was not an easy task. The shepherd took his flocks 
to pasture in the early morning. He did not drive them, as 
we see shepherds driving sheep nowadays; he led them. 
Each day he had to find fresh pastures, where the grass was 
good. He had to find water for the animals. Sometimes 
he led his flocks for miles before he found a place where 
there was sufficient food. Often he traveled so far that it 
was impossible to return to the fold at night. 

Near Bethlehem, where the country is mountainous, it was 
often very hard to find pasturage. David’s task was not 
easy. It meant fighting sometimes with wild animals, which 
attacked the flock ; it meant long hours alone by day, with no 
one to talk to. It meant, too, that he was out in the open air. 
He grew strong and healthy; he could walk for miles with- 
out becoming tired. But there was something greater than 
strength of body which he gained. In the long hours when 
he was alone with the flocks of sheep, he learned much about 
nature and about God, who had made the heavens and the 
earth and everything in them. At night, when he was away 
from home, he studied the stars; he watched the sun rise 
and set. He considered the heavens, God’s handiwork. He 
became a true worshiper of God, the Father of all. 

To help to pass the hours in which he was without any 
companions except the sheep, David carried with him a 
little harp. As the sheep fed quietly he often played and 
sang hymns of praise to God. He composed beautiful 
poetry, which later probably became part of The Psalms. 

So David the boy grew “in wisdom and in stature” and in 
favor with God, who was preparing him for a great future. 


HANDWORK 


Make from wood and strings a small harp, such as that in 
the picture, which is thought to be the kind upon which 


JUNIOR CHURCH SCHOOL LESSONS 21 


David played. Also make some sheep. Perhaps you can 
cut them from thin pieces of wood. Then coat them heavily 
with glue and stick on bits of cotton batting. Make the eyes 





from black-headed pins, which may be hammered through 
the wood, and then filed off. Make a flock of sheep for the 
sand table. 


NoteBook WorK 


Begin an account of the life of Daivd. Give one full page 
to the title of your story. Then try to find a picture of 
David to use as a frontispiece. On the third page write his 
genealogy, as you wrote those of some of the other char- 
acters of whom we have studied. We do not know the name 
of David’s mother. You can find something about her in 
Psalm 116: 16. 


Map Work 


Draw in the back of your notebook an outline map of 
Judah. Mark Bethlehem upon the map. Enter this place 
in your index. 


MrEmory WorkK 


Find in your Bibles and learn the words of the Twenty- 
third Psalm. 


24 JUNIOR CHURCH SCHOOL LESSONS 


A DESCRIPTION OF BETHLEHEM OF 'I'‘o-Day 


Bethlehem lies south of Jerusalem, about an hour’s drive 
by carriage out of the Jaffa Gate, past the so-called Sultan’s 
Pool and along the white highway which forms the main 
artery on the Judean backbone... We pass Rachel’s tomb 
before we rattle through the particularly narrow main street 
of Bethlehem, which winds its way into the large Square of 
the Nativity. : 

It is Sunday. There is an unusual gathering of country 
folk for the weekly market, driving the usual black goats 
and fat-tailed yellow sheep to be bought and sold. Primitive 
pottery and no less primitive household utensils, even ar- 
ticles of wearing apparel, are for sale in the square. 

But the most conspicuous objects when approaching Beth- 
lehem are the tall headdresses of the women, consisting of a 
white cloth raised to a peak above the head and _ falling 
gracefully upon the shoulders—an original feature in the 
local costume, a touch of ancientry amid the modern com- 
plexity of Palestinian dress. 

David and Jesus were both born in Bethlehem, one thou- 
sand years apart, these two who were of the same tribe and 
family, and who so strongly resembled each other in certain 
characteristics and even in some of their experiences. A 
millennium separated them, “but what are a thousand years 
in thy sight? ”’—even a day or an hour carved from eternity. 

A little Arab boy runs along by the carriage carrying a 
pair of precious shoes in his hand and looking up to our 
driver with a merry face and gleaming teeth. The man says 
something in Arabic, slows down the carriage, and the boy 
leaps upon the box seat, all smiles. We teach him to say 
“thank you” in English, gratitude seeming to be the most 
conspicuous need of the East. He proves willing enough to 
learn, even if he beams a little superciliously from his perch 
beside the driver at less highly favored mortals and es- 
pecially at boys of his own age paddling along in the dust; 
but his chief care is for the shoes, which he keeps tucked 
away back of his naked feet, apparently for mental comfort 
and not material use. In the outskirts of Bethlehem he hops 
down with the well-learned “thank you,” leaving behind him 
a savor of gratitude that the young and tender of this land 


JUNIOR CHURCH SCHOOL LESSONS 7a} 


have been redeemed at last from cruel masters. We feel as 
glad about the “lift” as he —‘ THE NEw PALESTINE,” by 
MacCRACKAN. 


SUNDAY SESSION 
DAVLD' CALLED LO A KINGDOM 


I Samuel 16: 1-13 
Tue Memory VERSE 


“ Man looketh on the outward appearance, but Jehovah 
looketh on the heart.”—-I Samuel 16: 7d. 


THE Lesson STorRY 


Samuel the prophet was very much grieved at the action 
of King Saul. He had loved the strong, handsome young 
man as a father loves a son. It made him sad to have the 
young man do wrong. | 

God knew that the time had come for Samuel to do some 
new work for him. He told him to go to Bethlehem. There 
he would find the person whom God had chosen to be king 
in Saul’s place. Samuel was to go as if he were going on an 
ordinary errand, but really he was to anoint the new king. 

The old prophet went to Bethlehem as God had told him. 
The people were frightened, at first, for they feared that 
they had committed some sin, for which he had come to 
punish them. But he told them not to be terrified. He had 
come to sacrifice. Jesse and his family were particularly 
summoned to come to the feast, which was held at the time 
of the sacrifice. 

Jesse and his seven older sons came as the prophet com- 
manded. But David, the youngest, was out in the fields with 
his sheep. It did not seem worth while to send for him. 
The older sons presented themselves before Samuel. He 
had a horn of oil in his hand, and probably they wondered 
what he was about to do. The prophets often used oil in 
anointing those they wanted to employ in some special 
service. Perhaps Samuel wanted one of them to help him in 
some way. None of them knew, for Samuel did not say. 


24 JUNIOR CHURCH SCHOOL LESSONS 


Eliab, the oldest son, presented himself. He was tall and 
handsome. 

“Surely this is the man whom God has selected to be the 
king,” said the prophet to himself. 

But God’s voice spoke to him secretly. ‘‘ This is not the 
man,” the voice said. ‘‘ Jehovah seeth not as man seeth. 
He looketh at the heart.” 

All of Jesse’s sons who were at the feast presented them- 
selves. But God told Samuel that none of these was the 
chosen one. Samuel did not understand. 

“Have you any other sons?” he asked. 

“ Only David, the youngest,” said the father. “ He is out 
on the hills, tending the sheep.” 

“Send for him,” answered the prophet. ‘“ We will not 
begin the feast until he comes.” 

Quickly some one was sent for David, and he hurried 
back to the city. He was different in appearance from many 
of the people of Israel, for he had auburn hair—he was 
“ruddy,” and “of a beautiful countenance.” He was quite 
tall, too, for when later, he tried on the armor of King Saul, 
he could wear it—and Saul, you remember, was “ higher 
than any of the people from his shoulders and upward.” 
I Samuel 10: 23. 

When David came to the place where the prophet was, the 
voice of God told Samuel that here at last was the Lord’s 
anointed. Then Samuel anointed David in the midst of his 
brethren. Perhaps not even David himself knew exactly 
what the anointing meant, but “the Spirit of Jehovah came 
mightily upon David from that day forward.” 


Puttine THE Lesson Into THE LIFE oF THE CLASS 


As you do your duty quietly, day by day, learning your 
lessons and obeying your parents and teachers, you are 
preparing for the future. You do not know what is coming 
to you, any more than David knew; but of this you may be 
sure: God is planning to use you in his work, if you are 
ready to do as he would have you do. 





Samuel anointed David, but probably even David himself 
_ did not know what the anointing meant. You were probably 





Copyrighted by Harold Copping. ~~ Harold Copping. 
SAMUEL ANOINTING DAVID 





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JUNIOR CHURCH SCHOOL LESSONS 25 


baptized when you were only a baby. That was a sign that 
your parents were dedicating you to God. Although David 
was anointed he might never have become king if he had not 
tried to obey God, and to do his will. So you, too, if you 
want to be what God means you to be, will have to obey his 
commands, and do your part in helping to carry out those 
things which your parents have promised for you in baptism. 





Remember that Jehovah looketh not on the outward ap- 
pearance, but upon the heart. If your heart is right, he 
will know it. He will judge by that. 





The brothers of David thought that he was of little con- 
sequence because he was the youngest member of the family. 
But God often chooses the small and weak things of the 
earth to carry out his will. Do not think, then, that the 
things you do are too unimportant for him to notice. 


THE LFsson TrRutTH IN Your LIFE 


God wants each boy and girl in the world to do his work, 
as he wanted David to do it. Do your work well every day, 
and so prepare for the opportunities which will come to you 
in the future. 


EXPRESSIONAL ACTIVITY 


Imagine that you are one of the characters present at the 
time when David was anointed by Samuel. Then write in 
the first person an account of what you saw and felt. Pre- 
tend that you are one of the following people: Jesse, David, 
Samuel, Eliab, Shammah, one of David’s sisters. Write 
this as the first chapter in your notebook life of David, 
calling it “ David Anointed by Samuel.” 


ANOTHER LEADER WuHo Was CALLED FROM CARING FOR 
THE SHEEP To GREATER THINGS 


In some ways the story of Joan of Arc, who is sometimes 
called “ The Maid of Orleans,” because she fought at Or- 
leans, in France, reminds us of the story of David. To her, 


26 JUNIOR CHURCH SCHOOL LESSONS 


as she was watching her sheep in the neighborhood of her 
native village, came visions of the future, and of a patriotic 
life devoted to her country. She had visions of saving 
France, which was in danger from a foreign enemy. She 
thought that voices from heaven called her to this duty. 

After a time she became very sure that this was no fancy 
of her imagination, but that it was the bidding of God. As 
did David, she felt that she was called to do a special work. 
She went to the place.where the King of France was, and 
though people laughed at her at first, they soon were con- 
vinced by her earnestness that she had been sent on her 
errand by an honest intention to do what she thought was 
God’s will, and to deliver the country. The king gave her a 
suit of white armor, as a sign of her whiteness of soul, and 
sent her at the head of the troops to the town of Orleans, 
which the enemy was besieging. She drove the foe from 
the walls, winning a great victory. The soldiers, who made 
the unselfish maid their captain, learned to honor her, and 
to follow her leadership everywhere. Wherever she led, the 
enemy was defeated, and it seemed that God was fighting 
with her. 

Though at last she was taken prisoner and burned at the 
stake, the Maid of Orleans, who was called to leadership 
from watching the sheep, as was David, lives for all time 
as an example of stainless heroism, and longing to do 


God’s will. 


EXPRESSIONAL SESSION 
PREPARING FOR THE FUTURE 
I Samuel 2:26; 3:19 


SUGGESTIONS FOR THE LADER’S OPENING ADDRESS 


We learned in our lessons about the boy Samuel that as he 
grew he won favor both with God and with men. He was 
“in favor both with Jehovah, and also with men.” ‘There 
were other Bible boys of whom almost the same thing is 
said: for instance, Samson, Judges 13:24; John the Bap- 
tist, Luke 1:80; and of Jesus himself, Luke 2; 40, 52, We, 


JUNIOR CHURCH SCHOOL LESSONS 27 


too, want to grow as did these boys of the Bible. We want 
to be ready when God calls us to our life work, as David 
was ready. He did not guess, as he tended his flocks, as he 
watched the stars at night, as he played on his harp, what 
a great future the Lord had planned for him—that even 
now, almost three thousand years later, boys and girls would 
be learning about him, and trying to follow his example of 
doing just as well as we can each day the work which we 
have to do in the world, so that we may be ready in the 
future to do what God has planned for us to do. Let us 
ask God to help us in our everyday lives, in our little, every- 
day duties, so that we may be ready when the time comes 
for a greater work in the world. 


THe CiAss PRAYER 


Our Father in heaven, help us to be faithful in our daily 
work, to do with all our might and main what our hands 
find to do; to obey thee in every way, so that we may be 
ready, as David was, for the work to which thou wilt call 
us when we grow up. We ask in Jesus’ name, that as we 
grow in stature, as he did, we may also increase, as he did, 
in favor with God and men. Amen. 


VeRsEs For Usk IN THE MEETING 


_ Judges 13:24; I Samuel 2:26; Proverbs 20:11; Ee- 
clesiastes 9:10a; Matthew 25:23; Luke 1:80; 2:40, 52; 
Heel imothy 3: 155 Titus ’3 vic. 


Hymns THAT May Bk Usep IN CONNECTION 
WITH THE MEETING 


“ Saviour, Teach Me Day by Day.” 
SJust Asil Am, Thine Qwn to Be,” 
“We Are Growing, We Are Growing.” 
“Dare to Be Brave, Dare to Be True.” 


QuEsTIoNns For UsE IN THE MEETING 


1. How did David prepare for the great future which 
was before him, although he did not know it? 
2. How did Samuel prepare for his life work? 


28 JUNIOR CHURCH SCHOOL LESSONS 


3. How did Jesus prepare for his life work? 

4. How can a Junior of to-day best prepare for his 
life work? 

5. Are you faithful in your duties each day, as David 
was? 

6. Are you quick to meet emergencies, as he was? 

7. Are you brave as he was? 

8. Do you love God, as he did? 


‘Topics FoR DiscussION OR REPORTS 


1. How David Prepared for His Life Work. 

2. How Great Men of the Past Prepared for Their 
Life Work. 

3. How Some Great Men of To-day Have Prepared for 
Their Life Work. 

4. How We Can Bett Prepare for Life. 

5. Following the Good Example of Others. 

6. Successful Lives. 


To READ IN THE MEETING 


Queen Victoria was only a young girl, eighteen years old, 
when she was wakened one night, and told that her uncle 
had died the night before, and that now she was queen of 
England. She was so sincere and so modest and so digni- 
fied, that everyone was pleased with her behavior. And 
during all her long reign of more than sixty years, she 
showed that she had learned well the lessons that she had 
had when she was only a little girl, for her reign was one 
of the greatest reigns that England has ever known. 





The simple, ordinary duties which belong to keeping sheep 
or to getting one’s lessons at school, to meeting one’s obli- 
gations in some modest position in office or in store, or in 
doing one’s best in a factory or on a farm, become a kind of 
dress rehearsal for the larger duties which lie ahead. You 
will find whole regiments of fellows who are saving up their 
energies to do something effective week after next. But 
week after next never comes to such men.—Charles R. 
Brown, D.D. 


JUNIOR CHURCH SCHOOL LESSONS 


“Do your duty; that is best; 
Leave unto the Lord the rest.” 


“Do the work that is nearest, 
Though it’s dull the whiles, 
Lifting when you meet them 
Lame dogs over stiles.” 
—IKXINGSLEY. 


“True worth is in being, not seeming, 
In doing each day that goes by 
Some little good—not in dreaming 

Of great things to do by and by.” 


“Do your best, your very best, 
And do it every day, 
Little boys and little girls, 
That is the wisest way.” 


29 


CHAP TERSLY, 
WEEK DAY SESSION 
DAVID BEFORE SAUL 
I Samuel 16: 14 to 17:11 


Tur Memory VERSE 


Jehovah is my light and my salvation ; 
Whom shall I fear? 

Jehovah is the strength of my life; 

Of whom shall I be afraid? ”»—Psalm 27: 1. 


THE Lesson STORY 


King Saul, in his palace, was very unhappy. ‘The Spirit 
of God had departed from him. He could not find peace, 
even in his royal household, or in all the attention which his 
courtiers gave to him, or in his rich jewels and other treas- 
ures. He was restless; he tried first one thing to amuse 
him, and then another; but nothing did any good. His 
courtiers must have whispered to one another about him, 
and wondered what he would do next. 

“Perhaps music would help him,” some one suggested. 
“ Often it will calm one who is troubled.” 

“There is a young man in Bethlehem, David, the son of 
Jesse, who plays well on the harp,” said another. “ He is 
pleasant to look at, too. Let us suggest him to the king.” 

They went to Saul. They told him about David, and he 
sent for him. Jesse gave his son a present for the king— 
food and drink—and so David started for the court. He 
carried with him his harp. And when he came before Saul, 
he played so beautifully that the king forgot all his evil 
thoughts. As David played Saul dreamed of the great hill- 
side pastures, of the shining sky, bright with the stars at 
night, of the cool winds blowing overhead. For a time there 
was peace in the king’s heart. 

And when David had accomplished this he went home to 


30 


JUNIOR CHURCH SCHOOL LESSONS 31 


Bethlehem, again to watch over his sheep and to learn the 
lessons which the great out of doors taught to him. 

But now another change came to Saul. The Philistines 
again had attacked the Israelites. They had encamped at 
E.phes-dammim on the west side of the valley of Elah. Saul 
quickly gathered together his army on the east side of the 
valley. David’s three oldest brothers joined Saul. 

The two armies were in a curious position. There is a 
ravine in the valley, some twenty feet wide. ~ It is worn by 
winter storms and torrents, so that its banks are ten or 
twelve feet high. This ravine separated the two armies, 
which encamped facing each other. The Philistines wanted 
to fight. Each day they sent forth a champion to challenge 
the Israelites. This man was almost a giant in size, for his 
height was six cubits and a span. (Since a cubit is eighteen 
inches and a span is half a cubit, he would be almost ten feet 
high, would he not? Do this sum exactly.) He wore a 
great helmet of brass on his head and a coat of brass armor 
which weighed five thousand shekels, or about one hundred 
and sixty pounds. This armor was made of plates of brass, 
fastened on a leather foundation. It hung from his shoul- 
ders to his knees. His legs were protected by “ greaves ” of 
brass. His huge shield was made of the hide of an animal, 
stretched over a wooden frame and bordered by metal. This 
was carried by an attendant. He also had a spear so great 
that its staff was like the great piece of wood used in the 
loom in weaving, while its head weighed six hundred shekels, 
or eighteen pounds. Besides this, he had a sword, and prob- 
ably a javelin. | 

Such was Goliath of Gath, the champion of the Philis- 
tines. For forty days he came out before the army of Israel. 
He demanded that some one come from Saul’s army to 
fight with him. He demanded that they settle the battle 
by single combat. 

But there was no one in Saul’s army who would venture 
to fight. No one was brave enough or trusted enough in 
God to go forward against the Philistine giant. Even King 
Saul, who was himself almost a giant in size, who had been 
once so brave and courageous, did not venture to go out. 
He could find no one to champion the cause of Israel against 
the Philistine. 


32 JUNIOR CHURCH SCHOOL LESSONS 





HANDWORK 


On the sand table, work out a scene showing the position 
of the two armies, on each side of the ravine. 





Make armor such as that which Goliath wore. Divide the 
work among the members of the class. Let some one make 
armor; another make a helmet; another the shield ; another 
the greaves; another the spear. Refer to the pictures given 
with the lesson. 


NoteBook WorkK 


Continue your notebook story of this time. Write Chap- 
ter II,“ David Before Saul.” Draw a picture of Goliath, 





nold Slade. 


Ar 


ted by C. 


h 


a 


, 


Copy 


DAVID PLAYING BEFORE SAUL 





JUNIOR CHURCH SCHOGL LESSONS 33 


the Philistine champion. Then write the words of your 
Memory Work, Ephesians 6:13-17, beside the giant in 
armor, to show which sort of armor the followers of Christ 
should wear. This will be Chapter III of your story of 
David. What will you call it? 


Map Work 


Study the map given with the lesson, and be prepared to 
put it on the blackboard without reference to your book. 


A Test For You 

If a cubit is eighteen inches, how tall was Goliath? 

If a shekel is two hundred and twenty-five grains, and 
there are seven thousand grains in a pound, exactly how 
much did his armor weigh? How much did his spear head 
weigh? 

Memory Work 

Learn the words of Paul about the Christian’s armor: 
Ephesians 6: 13-17. “ Wherefore take up the whole armor 
of God, that ye may be able to withstand in the evil day, and, 
having done all, to stand. Stand therefore, having girded 
your loins with truth, and having put on the breastplate of 
righteousness, and having shod your feet with the prepara- 
tion of the gospel of peace; withal taking up the shield of 
faith, wherewith ye shall be able to quench all the fiery darts 
of the evil one. And take the helmet of salvation, and the 
sword of the Spirit, which is the word of God.” 


SUNDAY SESSION 
DAVID AND GOLIATH 
I Samuel 17: 12-53 
Tue Memory VERSE 


“When evil-doers came upon me to eat up my flesh, 
Even mine adversaries and foes, they stumbled and fell.” 
—Psalm 27: 2, 
THE LESSON STORY 


“Come hither, David, my son,” called Jesse of Bethlehem, 
one day. “I have a present to send to your three older 


34 JUNIOR CHURCH SCHOOL LESSONS 


brothers, who are in Saul’s army—some grain, and ten loaves 
of bread—and I want to send ten cheeses to their captain, 
too. They will be glad to have these things from home. 
Find out how they are, and let me know of them.” 

For forty days the sons of Jesse had been encamped with 
Saul’s army in the valley of Elah. Jesse was anxious to 
know about the welfare of his sons—Ejliab, and Abinadab, 
and Shammah. 

David was glad to obey his father. He left his sheep in 
the charge of a keeper and set off to find the army. He 
carried with him the presents which Jesse was sending to 
his brothers. 

When he came to the army he joined his brothers. It was 
just at the time of the day when Goliath of Gath, the great 
champion of the Philistines, paraded before the army and 
uttered his defiant challenge to the Israelites. David listened 
in astonishment. What could this mean? Was there no one 
in all Israel brave enough—no one who trusted in God 
enough—to go against the giant? 

“What is the matter?” he asked. ‘‘ Why does no one go 
against the giant? What will King Saul do for the man who 
kills this Philistine?” 

“The king has promised to the man who kills the giant 
great riches and position, and he shall marry the king’s 
daughter,’’ some one answered. 

“This is no affair of yours,” said Eliab, David’s oldest 
brother. ‘“ You shouldn’t have left your sheep. I think 
you've run away to see the battle.” 

David did not answer back angrily. God’s Spirit was with 
him. He only turned and asked the same question of other 
people. 

Saul heard what David was asking. He sent for him. 
He does not seem to have remembered that he ever had seen 
David before. He, too, felt that David was too young to go 
to fight the giant Philistine. 

But David told him that even though he was young, he 
knew how to fight. He had protected his sheep from attacks 
of the lion and the bear. He persuaded Saul that God was 
with him. 

Saul felt something of David’s bravery. He spoke words 
of encouragement. He wanted to lend to David his own 


. JUNIOR CHURCH SCHOOL LESSONS 35 


armor. But this armor was strange to David. He did not 
want to use it. He preferred the weapons to which he was 
accustomed. 

He took his staff in his hand. He went quickly to the 
brook and selected five smooth stones which he put into his 
bag. Then, armed only with his sling shot and these stones, 
he went out to meet the great giant. 

The Philistine was amused. He made fun of David. He 
cursed him by his gods. He threatened to kill him. 

David answered boldly. He said wonderfully courageous 
words, for God was with him: “ Then said David to the 
Philistine, Thou comest to me with a sword, and with a 
spear, and with a javelin: but I come to thee in the name of 
Jehovah of hosts, the God of the armies of Israel, whom 
thou hast defied. This day will Jehovah deliver thee into my 
hand; and I will smite thee, and take thy head from off thee ; 
and I will give the dead bodies of the host of the Philistines 
this day unto the birds of the heavens, and to the wild beasts 
of the earth; that all the earth may know that there is a God 
in Israel, and that all this assembly may know that Jehovah 
saveth not with sword and spear: for the battle is Jehovah’s, 
and he will give you into our hand.” 

So David, strong in God’s power, advanced against the 
enemy. 

And God gave him the victory. The first stone which he 
sent from his sling shot struck the Philistine in his forehead, 
and he fell dead. God had given a glorious victory to the 
shepherd boy. 

When the Philistines saw that their champion was dead, 
they fled, and the army of Saul followed, killing many of 
them. Once more, through God’s help, the Israelites had 
defeated their enemies. 


PuttING THE Lesson Into THE LIFE OF THE CLASS 


There are many “ giants” in our way, but if we trust God 
he will give us courage to meet them boldly, as David did. 





David found opportunities to do God’s work even in the 
little duties of every day. He was preparing for the future 
even when he was watching the sheep in the field. We, too, 


36 JUNIOR CHURCH SCHOOL LESSONS 


if we do our daily work well, will be preparing for the time 
to come when we are grown up. 





David did not try to fight the enemy with the armor of 
Saul, to which he was unaccustomed. He used the weapons 
that he used each day of his life—the sling and the smooth 





stones from the brook. It is always best to be just yourself, 
and not to pretend to be greater or more important than you 
really are. 





David knew that God was with him. He did not hesitate 
to do what he knew was right. So we, too, should be able 
to act quickly and bravely when we know that God is 
with us. 


Tue Lesson TrutH In Your Lire 


With God’s help, I will fight the “ giant” who threatens 
to make me untrue to God’s commands. 


EXPRESSIONAL ACTIVITY 


Can you plan a dramatization of the giants that you must 
meet and fight? Plan a pageant, where each member of the 


JUNIOR CHURCH SCHOOL LESSONS od 


class represents a “ giant,” such as ill temper, disobedience, 
cowardice, and so on. How would you represent these 
“giants ’’? 


SAINT GEORGE AND THE DRAGON ! 


Once upon a time in the early days of the Christians, in 
the reign of the Emperor Diocletian, there was born in the 
province of Cappadocia, in Asia Minor, a beautiful baby 
boy, named George, who grew up to be a brave soldier and 
knight. Once when he was on a pilgrimage to the Holy 
Land he came to a town in the country of Libya where the 
people were living in great terror because a great dragon, 
with poisonous breath, had his home in a marsh outside the 
city walls. ‘The monster had devoured their sheep and oxen, 
and the people were forced to shut themselves close inside 
their city and send out each day a sheep to satisfy the hunger 
of this dreadful dragon. At last not one sheep was left. 
Then the king ordered that each day two children, chosen 
by lot, should be sent out to the dragon. The people obeyed 
the king’s order and from day to day arose the bitter cries 
of parents upon whose children the cruel lot had fallen. 
But one morning the lot fell upon Cleodolinda, the beautiful 
fifteen-year-old daughter of the king. He was in despair, 
for he loved his little daughter most tenderly. He offered all 
the gold in the treasury and half his kingdom if she should 
be spared. But the parents who had been obliged to sacrifice 
their children insisted that the king’s daughter should be 
given to the dragon, and threatened to burn the king in his 
palace if he did not send her forth at once. The king 
pleaded for eight days longer to bid farewell to her. Then 
he sent her forth weeping, and arrayed in her royal robes, to 
die for her people. Walking timidly toward the terrible 
monster’s den, along the path strewn with the bleaching 
bones of her former playmates, she suddenly heard the sound 
of hurrying horse’s hoofs. She looked up, and there was a 
beautiful young knight in armor, on a milk-white horse, 
coming toward her with-a gleaming spear, ready to do battle 


1Taken from “World Stories Retold,” by William James Sly. 
Used by permission of The American Baptist Publication Society, 
owners of copyright. 


38 JUNIOR (CHURCH SCHOOL LESSONS 


with any enemy that might cross his path. She cried, “ Fly! 
fly for your life, Sir Knight!” But when he had heard her 
sad story, he said: “God forbid that I should fly! I will 
destroy this monster, your enemy, and deliver you through 
the power that lives in all true followers of Christ.” Just 
then the dragon came forth, half flying and half crawling 
toward them, clashing his bronze scales with horrid noise. 
Cleodolinda again begged the knight to fly and leave her to 
her fate. But the knight, who was George grown up, made 
the sign of the cross and rushed upon the monster. The 
struggle was fierce and long, for it was hard to strike 
through the dragon’s bronze scales. But at last, with a blow 
like that of three strong men, George pinned the dragon to 
the earth with his lance. Cleodolinda did not run away but 
“with folded hands and knees full truly bent,” the brave 
girl stood near her champion, who said: “Touch him and 
see how tame he is. See, even his poisonous breath is gone. 
It is the power of good over evil.” Then he took the girl’s 
rich girdle, bound it round the great dragon, and gave one 
end to her, telling her to lead the dragon into the city. So 
the girl who had obediently gone out to the dragon expecting 
him to devour her, obediently led the powerless creature over 
the fields he had laid waste and over the bleaching bones of 
the children he had devoured, and the meek monster fol- 
lowed her like a lamb toward the walls of the city where the 
people were gathered in terror. George called out: “ Fear 
not, only believe in the Christ through whose might I have 
overpowered your enemy, and I will destroy the dragon 
before your eyes.” ‘Then he took his sword and smote off 
the dragon’s head, and all the people hailed him as their 
deliverer. But George bade them give God the praise. He 
preached to them so earnestly that the king and princess and 
all the people became Christians. He would not take the 
gold the king offered him, but ordered that it be distributed 
among the poor. Then he bade them all adieu. and rode 
away to do in other lands like noble deeds of loving service. 
So this champion of the weak became the patron saint of 
merry England, and only the bravest knight or soldier may 
wear the cross and be called a Knight of Saint George. 


PNT OR  COURCH SCHOOL LESSONS 39 


EXPRESSIONAL SESSION 
OVERCOMING DIFFICULTIES 
Matthew 212215522 uke 47:: 6 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


David went out to meet the great Philistine giant with a 
brave heart. He had faith in the true God, and so he did 
not doubt for a minute that he should conquer in the strug- 
gle. We boys and girls will find that there are many diffi- 
culties which we, too, must fight during our lifetime. But 
if we meet them, as David met Goliath, doing our duty 
bravely with faith that God will give us strength to overcome 
the difficulties, we will find that our trust is not in vain. 
Let us ask God for help in doing our work and in overcom- 
ing the difficulties which we meet in the days to come. 


THe CLAss PRAYER 


Our Father in heaven, help us, we pray thee, to meet the 
hard things of life as David met the giant, with faith that we 
can do anything if thou wilt help us. We ask in Jesus’ 
name. Amen. 


VeErsEs For Usk IN THE MEETING 


Matthew 17:20; Romans 12:3; Hebrews 12:6; James 
Mea) 22. 


A Hymn tTHat May Bs USED IN CoNNECTION 
WITH THE MEETING 


“Fight the Good Fight with All Thy Might.” 


QUESTIONS FoR USE IN THE MEETING 


1. What “ giants’ do Juniors of to-day have to face? 

Z. Did you ever meet a difficulty that seemed like a 
“giant” to your 

3. Does a hard arithmetic or history lesson ever seem a 
“giant ’”’? How do you conquer it? 

4. What part did David have in the fight with Goliath? 
What share must you have in overcoming difficulties ? 


40 JUNIOR CHURCH SCHOOL LESSONS 


5. Does God expect you to do your part? 

6. What do you think the Apostle James meant when he 
said, ‘‘ Faith without works is dead”? 

7. What is the meaning of the words, “One with God 
is a majority ’’? 


‘Topics FOR DISCUSSION OR REPOR'’'S 


Giants We Have to Meet To-day. 

Bunyan’s “ Pilgrim’s Progress.” 

How Some Bible Heroes Met Difficulties. 
How Some Modern Heroes Meet Difficulties. 
How We Should Meet Difficulties. 


hse! Sd Ke 


To READ IN THE MEETING 


There are two kinds of courage—that which helps us to 
conquer moral difficulties, which we call “moral courage,” 
and that which helps us to conquer physical difficulties, 
which is what boys and girls usually mean when they talk 
of courage. Both kinds of courage are good. Which do 
you consider the greater? 





“To overcome difficulties develops a manly character.” 





“Weakness is developed by yielding to temptation. Every 
day try to do some hard task. This will make you strong.” 





Think of the difficulties which Abraham Lincoln had to 
overcome before he became President. Then you will real- 
ize how many hard things it will be possible for a human 
being to do. 





Think of Helen Keller, of Laura Bridgman, of Robert 
Louis Stevenson, of Theodore Roosevelt—so many great 
men and women who overcame difficulties of one sort or 
another. ‘Then let us go boldly to work, to overcome the 
difficulties which we must face. 


SoMETHING To Do T'uis WEEK 


If you meet any difficulties this week—and you are sure 
to do so—try to overcome them. Conquer the giants whom 
you meet. 


CHAPTER V 
WEEK DAY SESSION 
DAVID HATED BYSSAUL 
I Samuel, chapter 18 


THe MEMorY VERSE 


“Though a host should encamp against me, 
My heart shall not fear: 
Though war should rise against me, 
Even then will I be confident.”—Psalm 27: 3. 


THE Lesson STORY 


“Who is the lad who killed the giant?” King Saul asked 
Abner, his general. “ Whose son is he?” 

“T will find out,” answered Abner. They did not recog- 
nize David at all, in spite of the time that he had spent in the 
king’s court as a musician. 

Abner found David as he was returning from the battle 
and took the shepherd lad to the king. Saul seems to have 
liked him at once. He talked to him for a long time and 
decided that henceforth David should remain with him. 

There was another person present at the time who also 
saw David, and liked him. This was Jonathan, Saul’s oldest 
son and heir. Jonathan was a wonderful young man—one 
of the most wonderful young men of the Bible. As soon as 
he saw David he realized that he loved him ; and David loved 
Jonathan in return. The two felt a most wonderful affection 
for each other. 

And Jonathan might well have been jealous of David, for 
he became the hero of all the nation. Everywhere he went 
he was greeted with shouts of joy and applause. Everyone 
was proud of him. Even Saul, the king, became jealous of 
the brave young shepherd lad. He became so excited one 
day over the reception that David had received, that he 
really became insane with jealousy. He forgot all David’s 


41 


42 JUNIOR CHURCH SCHOOL LESSONS 


good points ; he forgot what he had promised to the man who 
would slay the giant. All that he felt was terrible jealousy. 

And so it happened that one day as David was playing the’ 
harp before him, he hurled his javelin at him; David avoided 
the javelin the first time. Then Saul attempted the same 
thing a second time. Again the attempt failed. 

Then another wicked plan came into Saul’s insanely jeal- 
ous mind. He gave David a great honor. He made him the 
captain over a thousand men, and sent him out against the 
enemy. 

“Probably he will be killed,” he thought. ‘Then I shall 
be rid of him.” 

But this plan, too, failed, for God was with David. He 
won many victories. He behaved wisely and won more and 
more favor with the people of the land. 

Saul forgot many of the great rewards that he had prom- 
ised to the warrior who conquered the giant Goliath. He 
did not at first carry out the promise that the victor should 
have his daughter for his wife. In fact, he had his oldest 
daughter married to some one else. But finally David and a 
younger daughter of Saul, named Michal, were married. 
Saul, however, continued in his strange madness. Some- 
times he seemed to care for David; sometimes he was afraid 
of him, and plotted against him. 

God’s Spirit had left the king. He was in a sad state of 
mind. But as for David, he continued to win more and 
more popularity. He was the hero of all Israel. 


HANDWORK 


This lesson shows us the second part of David’s life. We 
have studied about David the shepherd. Now we have 
learned something about David the warrior. Illustrate these 
two parts of David’s life by posters. Draw patterns of 
sheep, of David in his shepherd’s clothes, of David in armor, 
of stars, the moon, trees. Then cut these figures from black 
paper, and make a class poster. 

Make a second poster showing David the warrior. 


NotTEBooK WorkK 


Tell the story of the fourth Sees of David’s life, 
“David the Warrior.” 


JUNIOR CHURCH SCHOOL LESSONS 43 


MrEmory WorkK 


Learn Psalm 59: 1-4, which is supposed by some people 
to have been written by David at this time, when he knew 
that Saul was plotting against him. 


“Deliver me from mine enemies, O my God: 
Set me on high from them that rise up against me. 
Deliver me from the workers of iniquity, 
And save me from the blood-thirsty men. 
For, lo, they lie in wait for my soul; 
The mighty gather themselves together against me: 
Not for my transgression, nor for my sin, O Jehovah. 
They run and prepare themselves without my fault: 
Awake thou to help me, and behold.” 


SUNDAY SESSION 
THE FRIENDSHIP OF DAVID AND JONATHAN 
I Samuel 19: 1-12 
THt Memory VERSE 


“One thing that I have asked of Jehovah, that will I seek 
after: 
That I may dwell in the house of Jehovah all the days of 
my life, 
To behold the beauty of Jehovah, 
And to inquire in his temple.”—Psalm 27: 4, 


THE LEsson SToRY 


Poor Jonathan was in a hard position. He loved his 
father truly ; he loved David, too, more than he loved him- 
self. How could he be loyal to his father and to his friend 
also, when his father so greatly hated his friend? 

Jonathan was wise. He was one of those whom the Bible 
calls a “ peacemaker,” and he tried to make peace between 
his father and David. First he went to David. He told 
David that Saul was not in a friendly mood toward him and 
advised him to hide. Then he went to his father and told 
him again of all the great things that David had done for 
the country—how he had won many victories over the king’s 
enemies, and had never been in the least disloyal. 


44 JUNIOR°CHURCH SCHOOL LESSONS 


Saul listened. His feeling for David changed. He swore 
that he would not harm David. 

David came back to the court. For a time there was 
peace. Then again he went to war, and won a great victory. 
Again Saul became insanely jealous. 

David had returned from the war. He was summoned to 
play on his harp before the king. But his music did not 
calm Saul this time. Suddenly he rose and hurled his javelin 
at his son-in-law, and_ David barely escaped with his life. 
He went to his home, but by this time Saul was really insane 
with jealousy. He sent men to watch David’s home and it 
was only because Michal let David down through the win- 
dow that he was able to escape from the king’s wrath. 

Poor Jonathan! What should he do? But Jonathan must 
have asked God’s help, for he was loyal to his father and to 
his friend, also. He tried in every way to make peace, and 
though he failed, everyone through all the years that have 
passed since those days, thinks of him with respect and love 
as the truest son, the truest friend that it is possible to 
imagine. 


Purtine THE Lesson INTo THE LIFE oF THE CLASS 


Loyalty is one of the greatest traits of a true friend. 
Have you friends? What is the best way to keep them your 
friends? 





Loyalty to a friend is a very good quality. But should 
this loyalty ever lead you to do anything that you would 
otherwise consider to be wrong? How does the example of 
Jonathan’s loyalty to David and his father help in a case 
like this? Jonathan kept the Fifth Commandment, even 
when it led to seeming disloyalty to David; and David, on 
his part, always believed in Jonathan’s love for him. When 
one of your friends does something that you are sure is 
wrong, try to persuade him against it. But always be true 
to him. Never say behind his back what you would not say 
to his face. 


An old poet says: 


“T could not love thee, dear, so much, 
Loved I not honor more.” 


JUNTOR: CHURCH SCHOOL LESSONS 45 


How does this apply to the friendship of David and Jona- 
than; how does it apply to you and your friends? 





The best Friend of all is Jesus. If you have him as your 
best Friend, you will find that you have many human friends 
besides. 


THE Lesson TRuTH IN Your LIFE 


The way to have friends is to be a friend. So I will 
“study to show myself friendly.” 


EXPRESSIONAL ACTIVITY 


Make a collection of all the examples of friendship that 
you can find. It would be interesting to keep a book of Bible 
friendships, beginning with Abraham, the Friend of God. 
What other friends can you think about, of whom we have 
studied? What about Ruth and Naomi? Moses and 
Joshua? Peter and John? 


A VERSE To READ 
“Scatter then your seeds of kindness, 
All-enriching as you go— 
Leave them. Trust the Harvest Giver; 
He will make each seed to grow. 
So, until the happy end, 
Your life shall never lack a friend.” 


A MopERN FRIENDSHIP 


A little over a hundred years ago, there were two lonely 
little boys in Christ’s Hospital School in London. Samuel 
Coleridge was nine years old; Charles Lamb was seven. 
Charles was a delicate, timid little boy, who stammered when 
he tried to recite; Samuel was shy, also, but not so shy as 
was his younger schoolmate. 

Christ’s Hospital School would seem a very queer place to 
you. It was hundreds of years old. All the boys dressed 
alike, in blue coats, yellow stockings, and girdles with silver 
buckles. They had queer food to eat, too—on Monday 
always porridge and weak milk; on Tuesday boiled beef; 
and on Saturday, thick pea soup. 

Coleridge and Lamb studied and played together. They 


46 JUNIOR CHURCH SCHOOL LESSONS 


became friends when they were only children, and for fifty 
years they loved each other truly. Both of them became 
famous writers, and perhaps you have studied in school 
Coleridge’s “ Rime of the Ancient Mariner” and Lamb’s 
“Tales from Shakspere.” 

Coleridge and Lamb died in the same year, 1834. Cole- 
ridge’s death came a few months earlier than Lamb’s, and 
when Lamb heard about it, he kept repeating: ‘“ Coleridge 
is dead, Coleridge is dead. He was my fifty-year-old friend 
without a dissension. Never saw I his likeness, nor prob- 
ably can the world see it again!” 

I. wonder if, when we are old, we, too, shall be able to 
point out friends that we have known and loved for fifty 
years? The best way to have a friend is to be a friend; to 
be kind and generous, and loving always, to love our friend 
more than we love ourselves. 

“So long as we love we serve; so long as we are loved 
by others I would say that we are indispensable ; and no man 
is useless while he has a friend.”—STEVENSON. | 


EXPRESSIONAL SESSION 
WINNING OUR ENEMIES 
II Kings 6: 8-23 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


Sometimes you have heard boys and girls say, “I just 
hate So-and-So.” Or perhaps’ you think that some one else 
hates you—at least you feel that he does not like you. What 
is the best way of winning the hearts of those who do not 
like us? Jesus tells us, “ Love your enemies,” and “ pray 
AC: ate that despitefully use you.” Did you ever try that 
plan: 

Long ago, in the days of the Old Testament, one of the old 
prophets showed the right way of winning one’s enemies. 
Elisha had been telling the king of Israel, in Samaria, the 
plans of the enemy. The enemy king had sent out his sol- 
diers to capture the prophet. Elisha had prayed to God for 
help, and on account of this prayer, God had smitten the 


JUNIOR CHURCH SCHOOL LESSONS 47 


soldiers with temporary blindness. Elisha led them in this 
condition into the city of Samaria. Do you think that he 
intended to destroy them? No, indeed. He had other plans, 
for when the king of Israel asked him what he should do, 
Elisha advised that they be given a great feast, and then 
allowed to go home. The king followed the prophet’s advice, 
and the enemy soldiers returned to their homes in safety. 
And for a long time they did not make war on Israel. They 
had been won by kindness. 

Let us ask God to help us, too, to love our enemies, to 
show kindness to them. 


THE CLAss PRAYER 


Our Saviour, thou hast commanded us to love those who 
are our enemies. Help us to do this and to be able to love 
those who treat us unkindly, as thou didst love thy enemies. 
Amen. 


VERSES FoR USE IN THE MEETING 


Leviticus 19:18; Matthew 5: 43-48; 18:21, 22; Luke 
fol 23 55, 04s ohn to. 14.155, Romans 12; 17-21: 
Ephesians 4: 31, 32; James 3: 16-18. 


Hymns THat May Br UsEpD IN CONNECTION 
WITH THE MEETING 


“When We Walk with the Lord.” 

“ What a Friend We Have in Jesus.” 
“On Our Way Rejoicing.”’ 

“Tove Thyself Last.” 

“© Brother Man, Fold to Thy Heart.” 


QUESTIONS FoR Usk IN THE MEETING 


1. What did Jesus teach is the best way to win one’s 
enemies ? 

2. How did Saul treat David? How did David treat 
Saul ? 

3. How did Elisha treat the enemies of Israel? 

4. How should our nation treat its enemies? 

5. How should we ourselves treat those who “ despite- 
fully use” us? 


48 JUNIOR CHURCH SCHOOL LESSONS 


6. Did you ever have an enemy? Have you any enemies 
now? ‘Try to win them so that they will be friends instead 
of enemies. 


Topics FoR DISCUSSION OR REPORTS 


1. How Missionaries Win Heathen Enemies. 

2. Missionary Work Among Those Who Hate the Name 
of Christ. 

3. Loving and Liking. 

4. The Golden Rule. 

5. National Enemies. 

6. Fairness and Kindness and the Rule of Love. 


To READ IN THE MEETING 


Some of the settlers in our country found the Indians 
hostile ; others found them friendly. What do you suppose 
made the difference? Was it not often the way in which the 
white men treated the red men? William Penn and the 
Indians made a famous treaty under the old Treaty Oak. 
There were no massacres in Penn’s settlement. 





When John G. Paton went to the island of Aneiwa, the 
savages were heathen cannibals. By his kindness he won the 
hearts of these men, to friendship for himself, and then to 
love of Jesus. 





Missionaries find that kindness is the way to win the 
enemy people among whom they work, trying to win their 
hearts to Christ. The rule will work in civilized lands, too. 





“Echo not an angry word, 

Let it pass! 

Think how often you have erred; 
Let it pass! 

Any common souls that live 

May condemn without reprieve; 

*Tis the noble who forgive: 
Let it pass!” 


SOMETHING To Do THIs WEEK 
Try in every way to keep the Golden Rule. 








Used by permission of Thomas Nelson & Sons. 


DAVID AND JONATHAN 


CHAPTER VI 
WEEK DAY SESSION 
DAVID BECOMES AN EXILE 
I Samuel, chapter 20; 22: 1-4 
Tue Memory VERSE 


“ Render to no man evil for evil. Take thought for things 
honorable in the sight of all men.’—Romans 12:17. 


Tur Lesson Story 


It was very hard for Jonathan to realize that his father 
really hated his friend. Even after David had fled from 
Saul’s violence, Jonathan hoped that he could make peace. 
He and David met again. 

“My father certainly does not want to kill you,” he as- 
sured David. “ He tells me all his plans, and I am sure that 
he is not plotting against you.” 

“He knows that you are my true friend, and so he does 
not tell you how he feels about me,” said David. “ Let us 
try once again to see what he really thinks of me.” 

You see, both of these young men felt a true affection for 
Saul. They wanted to give him chance after chance to prove 
that he was really better than he seemed to be. 

The next day was the time of the new moon, which was a 
special holiday for the Israelites. David knew that in the 
ordinary state of affairs the king would expect him to be 
present at the feast. He suggested that Jonathan watch 
Saul, and listen to what he said about David. 

Then the two young men made a wonderful covenant of 
friendship. They promised that they would always be true 
to each other; that they should always be kind to the fami- 
lies of each other. They swore these things with the most 
solemn oaths. 


49 


50 JUNIOR CHURCH SCHOOL LESSONS 


Then Jonathan and David planned how Jonathan should 
let David know the king’s feelings, on the next day. David 
was to hide in a field. Jonathan was to come into the field 
and shoot with his bow and arrow, as if he were shooting at 
a mark. ‘Then he was to say to the boy who was with him, 
“Go, find the arrows.” If Jonathan said that the arrows 
were in one place, it meant that it would be safe for David 
to return to the court. If he said that the arrows were in 
another place, it was unsafe. 

The plan was carried out. But to Jonathan’s dismay, he 
found that his father really hated David. It would not be 
safe for his friend to come back. He even talked harshly to 
his son for taking David’s part, and cast his javelin at him 
in his anger. 

So Jonathan gave David the warning that it was unsafe for 


i 


him to come to the court. They said good-by to each other 
and parted—David going away from the city and Jonathan 
back to his father, whom he still loved, although he did not 
like the things that Saul did. 

As for David, he knew that the end of his life at court 
had come. He first fled to Nob, but he found that it was not 
safe for him to remain there. ‘Then he went to Gath, think- 
ing that he would find a refuge among the Philistines. But 
there, too, he was recognized, and he returned to Judea, 
where he found a safe hiding place from the plots of the 
king, in the cave of Adullam. There his parents and his 
brothers joined him, and many other brave men, until at last 
he had a following of four hundred soldiers. He knew that 
there must be warfare between himself and Saul, but before 
he began to fight, he must find a safe place for his old 
parents. His great-grandmother, Ruth, you remember, had 


JUNIOR CHURCH SCHOOL LESSONS 51 


come from Moab. So he went across the river Jordan, to 
the King of Moab. He asked that his parents be allowed to 
live there, and when he had made these arrangements, he 
returned to his men, ready, with God’s help, to accept what- 
ever happened to him. 


THE CAVE oF ADULLAM 


In Southern Judea, where David took refuge from Saul, 
there was a great wilderness—“‘ The Wilderness of Judea.” 
It was a wild and uninhabited region, with many large caves 
in its many hills. 

One cave, especially, was large enough to serve as a 
stronghold for David’s band, which at first consisted of four 
hundred men. ‘This cave was called “the cave of Adullam,”’ 
and it is now generally supposed to be a cave in the side of a 
deep ravine, a few miles from Bethlehem. The path leading 
to this cave is along a winding shelf of rock. There is a 
fearful gorge below and a gigantic cliff above, so that it 
could easily be defended. It is five hundred and fifty feet 
long, and so would be large enough to accommodate 
David’s men. 


HANDWORK 


Make on the sand table a map of the wilderness of Judea 
as you imagine it. Use stones and pebbles to represent 


rocks, and plan out one large cave, to stand for the cave 
of Adullam. 


NotrEBook Work 


Write in your notebook the story of “ David the Exile,” 
numbering it Chapter V in your notebook account of David. 


Mrmory Work 
Learn this stanza from Emerson’s poems: 


And each shall care for the other, 
And each to each shall bend, 
To the poor a noble brother, 
To the good an equal friend. 


sy JUNIOR: CHURCH SCHOOL LESSONS 


SUNDAY SESSION 
DAVID SPARES SAUL’S LIFE 
I Samuel, chapter 24 
THe MreMory VERSE 


“Tf it be possible, as much as in you lieth, be at peace 
with all men.”—Romans 12: 18. 


Tur Lesson Story 


Again there was war between the Philistines and the 
Israelites, and for a time Saul was unable to continue his 
pursuit of David. But when a time of peace came, he again 
took up the search for the young man whom he hated so 
much. He marched out to find him with an army of three 
thousand chosen men. 

Now it happened one day that Saul went to rest in the 
cave where David and his men were hidden. He had set his 
men on guard outside. He did not suspect an enemy in the 
cave, and so he went peacefully to sleep. 

David’s men thought that it was a good chance for their 
master to kill his enemy. ‘They thought that the Lord had 
delivered Saul into the hands of David. 

But David showed that he was much greater than this. 
Tle would not kill Saul, but he stole up to him quietly, and 
with his sharp knife cut off the skirt of Saul’s garment. 
Ivven that made him conscience-smitten. He was afraid that 
it was an act of disrespect toward the man whom God had 
inade king. 

When Saul awakened he left the cave in safety, in utter 
ignorance of how close to his enemy he had been. 

But David was not happy. He, too, left the cave. He 
cried after Saul, “ My lord the king!” He bowed with his 
face to the earth. 

Then he spoke out honestly and fearlessly. 

“Why do you hate me so?” he asked. “ Why do you 
believe what people say against me? I had a chance to kill 
you to-day, but I would not lay my hand upon the Lord’s 
anointed.” 


Then he showed to Saul the piece of the king’s robe which 


JUNIOR CHURCH SCHOOL LESSONS 53 


he had cut off. He called upon God as his witness that he 
intended no harm to the king. 

He spoke so convincingly that for the time Saul believed 
him. He burst into tears. He acknowledged the good 
things that David had done. He said that he knew that 
David was to be king in his place, and made him promise 
that he would be friendly toward Saul’s family. 

When David had promised these things, Saul went home. 
But David knew that it was only a temporary peace. He 
and his men remained in their stronghold, awaiting what 
would happen next. 


Purtinc THE Lesson INTO THE LIFE OF THE CLASS 


When David had a chance to “pay Saul back” for his 
unkindness to him he did not take the chance. He followed 
the rule which Jesus gave to his followers a thousand years 
later, “ Love your enemies.” 





Do you remember that Peter once asked Jesus how many 
times we should forgive our enemies? Jesus’ answer was 
that we should forgive “seventy times seven.” Don’t you 
think that David, as he forgave Saul over and over again, 
was obeying this rule? Do you obey it? Do you forgive 
those who injure you over and over again? Think about this 
question and answer it to yourself honestly. 





John has borrowed your baseball glove without asking 
you. You want it yourself. He leaves it on the porch when 
mother calls him. You could take it while he is in the 
house; but you know that he wants to play with it again. 
What should you do? 





While you were at school your sister Jennie has borrowed 
your new hair ribbon, and spoiled it. Should you in return 
take hers, when she is away? 


Tuer Lesson TrRutH IN YouR LIFE 


As we say The Lord’s Prayer we ask God to forgive us 
our trespasses as we forgive those who trespass against us. 


54 JUNIOR CHURCH SCHOOL LESSONS 


Let us try to say these words honestly, and with all our 
hearts. 


EXPRESSIONAL ACTIVITY 


Try this week to keep your temper; to forgive those who, 
it seems to you, have wronged you; to obey Jesus’ rule of 
doing good to those who despitefully use you. 


WueEnN tHe Lone LANE TURNED 


“When I was a lad of fourteen, a crotchety old farmer, 
named Josiah Stebbins, ordered me and two other boys out 
of his woods, where we were gathering chestnuts,” said a 
gentleman recently, in conversation with a friend. “Of 
course, Mr. Stebbins was within his rights, but there were 
bushels of the nuts that he could never use, and his rough, 
abusive language angered us. | 

“*We'll get even with you for this?’ Lyman Crosier 
shouted back defiantly, and he added in a lower tone, ‘It’s a 
long lane that doesn’t turn somewhere.’ 

“The other boys soon forgot the whole matter; but as 
for me, the adage about the ‘long lane’ was scarcely out of 
my mind for a day, and I repeated it to myself every time I 
saw Mr. Stebbins. It did not occur to me that I was nursing 
a revengeful spirit; on the contrary, I felt rather proud of 
standing up for my own rights. 

“One October afternoon the next year, as I was crossing 
a corner of Ira Judson’s pasture, I saw eleven lambs jump 
over a low place in the fence into Mr. Stebbins’ field. When 
I reached the top of the ridge the lambs were nowhere in 
sight. ‘There was a small, unused hay barn in the next field, 
and here I found the frightened animals huddled, the sagging 
door closed behind them. Plainly, the lambs had jostled 
against the door when they crowded in, setting it a-swing, 
and the high wind had done the rest. To my mind, the acci- 
dent was full of possibilities. The heavy door was not 
likely to be pushed open, and when the animals were missed 
it would be easy to direct the search in the right direction. 
Then I should find the turning of the long lane. 

“T decided to take Lyman Crosier into my -confidence, 
and actually set off for the Crosier farmhouse; but halfway 


JUNIOR CHURCH SCHOOL LESSONS 55 


there I halted. Could I state the circumstances in a way to 
reflect creditably on the part I was playing? I did not 
intend to disclose all the facts, but only to tell Lyman that 
I had found the lambs shut up in Josiah Stebbins’s hay barn. 
I had always hated lying and deceit, and it shocked me to 
realize how near I had come to telling my friend a false- 
hood. No, I would keep my secret. 

“Could I? I stopped short, as if a real Questioner 
blocked my path, demanding an instant answer. Sometimes 
I think he did. God knew all the details that I had hesitated 
to relate to a schoolmate, and what must he think of me? 
Was the thought of petty revenge I had cherished any more 
pleasing to him than the open deceit I had refrained from 
practicing? And could I carry my project through without 
meting a lier 

“T opened the door of the hay barn and let the lambs out 
before I returned home, and I told Ira Judson that they were 
in Mr. Stebbins’ field. No one else knew of the matter. 
That was the turning point of my whole life, for out there 
in the silence of the autumn fields I learned to measure life 
and conduct by God’s standard.”—Youtu’s CoMPANION, 


EXPRESSIONAL SESSION 
LOVYALINVGhO-PUBLIC.OFBICIAIS 
fesamuel 10°26, 27: 24: 6: 26; 115-11 Samueli2313-17 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


We have learned how Saul was chosen king by the decree 
of God, and by the people, who cast lots to determine who 
their ruler should be. And yet there were some among the 

eople who refused to accept him as ruler, or to obey him. 

hese people are like the people to-day who do not obey the 
leaders who are lawfully appointed to rule over our town, or 
our city, or our country. These men are chosen by the vote 
of the majority of the people. They make our laws, and we 
ourselves have chosen them, as the people of Israel chose 
Saul. How much better it is to be like David, loyal and 
unwilling to do any harm to the king! Think how David 


56 JUNIOR: CHURCH SCHOOL] EER SSONS 


himself inspired loyalty in the men whom he was leading! 
Flow they imperiled their lives to get for him a drink of 
water from the well at Bethlehem! They were loyal in 
every way to him. So we, too, should try in every way to 
be loyal and respectful to our rulers, and to do as Peter 
advised the people of his day: “ Fear God. Honor the 
king.” Let us ask God to help us to obey those who are in 
authority over us, and to be always loyal to them. 


& 


THE CLAss PRAYER 


Our Father in heaven, we ask thee to help us to be loyal 
not only to thee but also to those who are in authority over 
us in our country and our city and our school and our home. 
We ask this in the name of Jesus, who taught the people 
that they could be loyal to the nation as well as to thee. In 
his name. Amen. 


VERSES FOR Usk IN THE MEETING 
Matthew 22: 17-21- Luke'2: 51-1 Peter 2213-17 se5 coe 


Hymns tuat May Bk& USED IN CONNECTION 
WITH THE MEETING 


“ Whatsoever Ye May Do.” 
“Quit You Like Men.” 

“ Building, Daily Building.” 
“ Live for Others.” 


QUESTIONS For Use IN THE MEETING 


1. Who are some of the officials of our country that you 
can name? 

2. Who are some of the officials of our city that you 
know best? 

3. Is the policeman your friend or your enemy? Why? 
(Your answer shows what kind of a boy or girl you are.) 

4. Did you ever try to help those in authority in your 
town or city, in any way? 


JUNIOR CHURCH SCHOOL LESSONS bf 


5. Would it be helping them if you try to keep from 
throwing waste paper on the streets? 

6. How can you help the postman? 

7. How can you show loyalty to your teachers in school? 


Topics For Discussion or REPORTS 


David’s Loyalty to Saul. 

The Loyalty of David’s Men. 
Loyalty to Those in Authority. 
Loyalty to Teachers. 

Loyalty to Our Country. 


etre ame 


To READ IN THE MEETING 


“A true American citizen is loyal and obedient to the laws 
made by the government.” 





“The honor and glory of our country depend on the 
honor and loyalty of every citizen.” 





Be respectful to those in authority. 





Obey instantly, and so show respect for those in authority. 





If the policeman is your friend and protector, you are 
probably a boy or a girl who shows respect for authority. 
If you are afraid of him, perhaps you have done something 
wrong, that makes you afraid. 


SOMETHING To Do THIS WEEK 


1. Plan with your teacher this week to visit some of the 
officials of your city or town. In some cities, lately, boys of 
Junior age have been mayor for an hour, in order to learn 
how much a city official must do. Perhaps you can plan 
with your father and teachers to have your city do some- 
thing of this sort, 


58 JUNIOR CHURCH SCHOOL LESSONS 


2. If you are a Junior boy, be sure to take off your hat 
if you speak to a teacher, or to some official in your school. 

3. If you are a Junior girl, be polite and courteous to 
those in authority. 

4. Try in every way to keep the laws of your city. Find 
out what some of the laws are that are apt to be broken, such 
as the following: Laws about automobiles passing trolley 
cars; (b) about speeding in automobiles; (c) about put- 
ting newspapers, or tin cans, in garbage receptacles; (d) 
about throwing paper* napkins and boxes about the park 
after a picnic; (e) about putting out a bonfire which has 
been built at a picnic. 


CHAPTER VII 
WEEK DAY SESSION 
DAVID AN EXILE IN A STRANGE LAND 
I Samuel 27: 1-7; 28:1-3; chapter 29 


THE MrEMory VERSE 


“ Avenge not yourselves, beloved, but give place unto the 
wrath of God: for it is written, Vengeance belongeth unto 
me; I will recompense, saith the Lord.”—Romans 12: 19. 


Tue Lesson STorY 


The old prophet Samuel had died during David’s exile in 
Judea. Saul and David had made peace, but David was 
certain that this was not lasting. He decided to leave the 
land of Israel, and take refuge among the enemy Philistines. 
By this time he had a great band of followers, and the king 
of the Philistines, whose name was Achish, was glad to re- 
ceive this body of men who would fight for him. Saul 
learned that David had left his kingdom, and he no longer 
tried to find him. 

At first David and his men and their families lived in the 
Philistine city of Gath. Later David asked that they be 
given a city of their own, and they were given a place named 
Ziklag, which had once belonged to the people of Israel, but 
had been conquered by the Philistines. Here David and his 
band settled. 

Achish professed the greatest friendship for David, and 
the greatest confidence in him. He said that he trusted 
David enough to allow him to be “keeper” of his head— 
that is, he would trust David with his life. 

For a year and four months life in Ziklag was fairly 
quiet. David fought against the tribes which were enemies 
both of the Israelites and the Philistines—the Amalekites, 
for instance, whom Saul had not completely destroyed as 
God had commanded; the Geshurites ; the Girzites. 


59 


60 JUNIOR; CHURCH SCHOOL LESSONS 


But when war began again between the Israelites and the 
Philistines, the Philistines were afraid to trust David. They 
feared that he would not fight honestly against his own 
nation. After they had started on the campaign, it was 
decided that David and his men should return home to 
Ziklag. 

Though David protested, he must have been relieved, for 
surely he would rather not have fought against the army of 
his own people. So he and his men turned back, while the 
Philistines moved on to Aphek, where they took their stand 
against Israel. 


HANDWORK 


Make on the sand table a representation of the encamp- 
ment of David and his “ mighty men.” 


NoteBook Work 


As Chapter VI in your notebook begins the story of 
“ David the Exile in a Strange Land.” 


Map Work 


Illustrate your notebook chapter with a map which shows 
Israel and Philistia, with the locations of Gath and Ziklag. 


A PossisLué Proyecr to Go witH THis Lesson 
AND THE NEXT 


David was a poet, as well as a warrior. He wrote many 
of the psalms, of which you will find that there are one hun- 
dred and fifty in the Bible. Some of these have a few 
words at the beginning which say that they were written by 
David. Look over these psalms. Select one of them and 
plan a poster to illustrate some part of it. Parts of Psalms 
19, 23, 24, 100 would be interesting. 


MrEmory Work 
Learn the words of Psalm 100. 


JUNIOR CHURCH SCHOOL LESSONS 61 


Make a joyful noise unto Jehovah, all ye lands. 
Serve Jehovah with gladness: 

Come before his presence with singing. 

Know ye that Jehovah, he is God: 

It is he that hath made us, and we are his; 

We are his people, and the sheep of his pasture. 
Enter into his gates with thanksgiving, 

And into his courts with praise: 

Give thanks unto him, and bless his name. 

For Jehovah is good; his lovingkindness endureth for ever, 
And his faithfulness unto all generations. 


SUNDAY SESSION 

DAVID CHASING THE AMALEKITES 
I Samuel, chapter 30 
THE Memory VERSE 


“But if thine enemy hunger, feed him; if he thirst, give 
him to drink; for in so doing thou shalt heap coals of fire 
upon his head. Be not overcome of evil, but overcome evil 
with good.”—Romans 12: 20, 21. 





Tut Lesson StTorY 


Slowly David and his men marched back toward Ziklag. 
There was no hurry, they thought, so, although the distance 
was only about fifty miles, they spent more than two days 
in making it. 

On the third day, they planned to reach their homes. 
How surprised and glad their wives and children would be 
to see them! What a celebration there would be! 

But it was they themselves who were surprised. When 
they came to a point from which they should have been able 
to see their city, instead of prosperous-looking homes, with 
well-cultivated fields and vineyards, they saw only smoking 
ruins! An enemy had come in their absence, and had car- 
ried off all the women and children; they had taken every- 
thing of value; they had burned Ziklag. 

David’s men were greatly distressed. What should they 
do? Who was it that had done this wicked thing? 

David knew where to go for help. He called the priests 


62 JUNIOR CHURCH SCHOOL LESSONS 


who were with his men and they asked God what they 
should do. And God told them to follow after the enemy. 
They should recover everything that had been lost. 

David’s men left Ziklag in a very different way from that 
in which they had come. Instead of being happy they were 
sad. Instead of advancing slowly, they went just as quickly 
as they could go. In fact, they marched so quickly that 
before long, two hundred of the men became exhausted and 
could go no farther. .David, with the rest, hurried on. 

But even in their hurry, when they chanced upon a young 
Egyptian in the field, lying exhausted, they stopped to give 
him food and drink. And their kindness was rewarded, for 
he told them that it was the Amalekites who had attacked 
Ziklag and other cities of the Philistines. He had been a 
slave of the Amalekites, but he had fallen sick. He prom- 
ised to guide them to the encampment of the enemy. 

In the Amalekite camp they were celebrating their victory 
with dancing and singing and feasting. David waited until 
twilight. Then he attacked so suddenly that the enemy, 
though greatly outnumbering David’s men, was completely 
routed. Only four hundred escaped on camels, and all the 
wives and children of David’s men were recovered in safety. 
Besides, there was taken much spoil—cattle and flocks of 
sheep, and goods of all sorts. 

Some of David’s men did not want to share these things 
~ with those who had remained behind, unable to advance 
farther. But David insisted that those who had been left 
behind should share and share alike with those who had 
advanced. He also gave presents from the spoil to neigh- 
boring tribes and peoples, and so showed that he was wise 
and generous-hearted. 

So David won a great victory over the Amalie while 
the Philistines were preparing to fight against Saul’s forces 
farther north. 


Purtinc tue Lesson Into THE LIFE oF THE CLAss 


David asked God’s advice and help in the time of danger. 
That will be a good thing for you to do, too. David showed 
himself generous and kind-hearted. So he won the affection 
and loyalty of others, The same rule will hold good to-day. 


JUNIOR CHURCH SCHOOL LESSONS 63 


David and his men played the part of Good Samaritans to 
the young man from Egypt whom they found lying ex- 
hausted in the field, and they were rewarded because he 
helped them in their pursuit of the enemy. Help others for 
the sake of doing good, without expecting a reward, and 
sometimes you will find an unexpected return. 





Suppose you plan to go nutting on some pleasant fall day, 
or berrying on a summer day, and John, who starts with you, 
sprains his ankle, and Walter and William help him home. 
The rest of you go on. Would you be like David if you 
kept all the nuts or berries for yourself, or if you gave some 
of them to John and Walter and William? Try to think of 
some other example of this kind, when you might show 
yourself like David. 


Tur Lesson TRUTH IN Your LIFE 


I will try to obey the Golden Rule, and do unto others as 
I would like to have them do unto me. 


EXPRESSIONAL ACTIVITY 


Try this week to follow the example of David in being 
generous to others. So, too, you will follow the rule of 
David’s Descendant, Jesus, who said, “Do unto others as 
you would that they should do unto you.” 


THE FABLE OF THE QUAIL 


Ages ago a flock of more than a thousand quail lived 
together in a forest in India. They would have been happy, 
but that they were in great dread of their enemy, the quail- 
catcher. He used to imitate the call of the quail, and when 
they gathered together in answer to it, he threw a great net 
over them, stuffed them into his basket, and carried them 
away to be sold. 

Now one of the quail was very wise, and he said: 
“Brothers! I’ve thought of a good plan. In future as soon 
as the fowler throws his net over us, let each one put his 
head through a mesh in the net and all lift it up together and 


64 JUNIOR CHURCH SCHOOL LESSONS 


fly away with it. When we have flown far enough, we can 
let the net drop on a thorn bush and escape from under it.” 

All agreed to the plan, and next day when the fowler 
threw his net, the birds all lifted it together in the very way 
that the wise quail had told them, threw it on a thorn bush, 
and escaped. While the fowler tried to free his net from the 
thorns, it grew dark, and he had to go home. 

This happened many days, till at last the fowler’s wife 
grew angry and asked her husband: “ Why is it that you 
never catch any more quail? ” 

Then the fowler said: “The trouble is that all the birds 
work together and help one another. If they would only 
quarrel, I could catch them fast enough.” 

A few days later one of the quail accidentally trod on the 
head of one of his brothers as they alighted on the feeding 
ground. 

‘Who trod on my head?” angrily inquired the quail who 
was hurt. 

“Don’t be angry, I didn’t mean to tread on you,” said the 
first quail. But the brother quail went on quarreling, and 
pretty soon he declared: “I lifted all the weight of the net; 
you didn’t help at all.” That made the first quail angry, and 
before long all were drawn into the dispute. ‘Then the 
fowler saw his chance. He imitated the cry of the quail and 
cast his net over those who came together. They were still 
boasting and quarreling, and they did not help one another 
lift the net. So the hunter lifted the net himself and 
crammed them into his basket. But the wise quail gathered 
his friends together and flew far away, for he knew that 
quarrels are the root of misfortune —SELECTED. 


EXPRESSIONAL SESSION 
WORKING TOGETHER 
I Corinthians 12: 14-26 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


David, in sharing with those who remained behind at the 
brook Besor, the booty which he took from the Amalekites, 
did a wise thing. Those two hundred men were perhaps not 


JUNIOR CHURCH SCHOOL LESSONS 65 


so strong as the others, but they did a share of the work, and 
it was right that they should share and share alike. The 
Apostle Paul, in his First Epistle to the Corinthians, said 
something of the same kind. Our bodies consist of different 
parts. The eye cannot do the work of the ear, or the ear of 
the eye, yet both are necessary to the body. If the eye, the 
ear, the hand, all the organs of the body work together, in 
harmony, the body is strong and well. It can do a great 
deal of work. But if one part of the body is injured, or 
diseased, all the rest of the body suffers. So the people of 
the world find it true that if men work together, all doing 
their share, there will be greater strength and greater things 
accomplished in the world than if all work separately, quar- 
reling and fighting against one another. Let us ask God to 
give us the spirit which will help us to work with others and 
not against them; which will help us to gre with God and 
not against him. 


THE CLAss PRAYER 


Our Father in heaven, we want to work in unity with 
those who are working for thee and with thee. We ask thee 
to help us to work peacefully and fairly with those who are 
doing the things in the world which are for thy glory. 
Amen. 


VERSES FoR Use IN THE MEETING 


Psalm 133; Matthew 12:30; II Corinthians 6:1; Ephe- 
mans oO. 15.16. 


A Hymn tuHat May Br USED IN CoNNECTION 
WITH THE MEETING 


“ Onward, Christian Soldiers.” 


QuEsSTIONS For Usk IN THE MEETING 


1. How did David teach to his men the lesson of work- 
ing together? 

2. How.did Saul show that he had forgotten the fact 
that strength lies in working together? 

3. Do you ever work with others? 


66 JUNIOR CHURCH SCHOOL LESSONS 


4. How can you and the other members of this school 
best work together ? 

5. How can you and your parents work together? 

6. How can you and your teachers work together? 


Topics FoR DIscussION OR REPORTS 


1. Gideon and David Attacking Enemies. 

2. What Abraham and David Did with the Booty They 
Captured. (Genesis 14: 21-24; I Samuel 30: 24, 25.) 
Working ‘Together in School. 

God’s Fellow Workers. 

Working Together in Church. 

Fair Treatment of Fellow Workers. 

The Weak and the Strong Working Together. 


eee eee 


To READ IN THE MEFTING 


“Tor want of a nail, the shoe was lost. 
For want of the shoe, the horse was lost. 
For want of the horse, the rider was lost. 
For want of the rider, the battle was lost. 
For want of the battle, the kingdom was lost. 
And all for want of a horseshoe nail.” 





What is the motto of the United States? “FE pluribus 
unum ”—one out of many. That is why the United States 
is a strong nation. All our states work together. If each 
state were a separate unit, if we were forty-eight nations, 


instead of one, we would not be strong. ‘ United we stand, 
divided we fall.” 





The football team is strongest whose members play best 
together. It would not matter if your captain was the 
strongest boy in the state; if he did not have the other mem- 
bers of the team to help him, he could not win the game. 





One stick can be broken easily; but it would be hard to 
break a bundle of sticks, tied together. 





“One strand of a cord can be easily cut, but when many 


JUNIOR CHURCH SCHOOL LESSONS 67 


strands are together a strong rope is made, which cannot be 
easily severed.” 


SOMETHING To Do THis WEEK 


Make a list of the people who are working together for 
you in your daily life. 

Write answers to these questions, and bring them in next 
week: Is there any one of us who does not need the help of 
others? Is there any part of the country which could get on 
without the other parts? How do the members of the base- 
ball team depend on one another and work together ? 

Read -Kipling’s “The Ship That Found Herself,” in his 
volume called “ The Day’s Work,” and write a short account 
of the story. 

Try this week in your classes, in your school teams, and 
your home, to work together with others. 


CHa Pao Ra Noel 
WEEK DAY SESSION 
THE DEATH OF SAUL AND JONATHAN 
I Samuel, chapter 31 
THe Mimory VERSE 


“The path of the righteous is as the dawning light, 
That shineth more and more unto the perfect day.” 
—Proverbs 4: 18. 


Tue Lesson StorY 


When David left the Philistine forces, and returned to 
Ziklag, the army of Achish advanced to the Valley of Jez- 
reel, that great battlefield where so many battles have been 
fought in the world’s history. In this place there had been 
fought the battle between Deborah and Barak on the one 
side, and Sisera the Canaanite on the other; there, too, had 
been fought the battle between Gideon and his three hun- 
dred, and the Midianites. This was the third great battle 
on that plain which, even so lately as the Great War, was 
the scene of a decisive conflict. 

The Philistines pitched their camp in Jezreel. The Israel- 
ites were at the foot of Mount Gilboa, near the well of 
Harod, where Gideon had tested his three hundred men. 

But Saul did not feel strong and full of courage as Gideon 
had felt; although he had a great army, he knew that God 
was not with him. He went into the battle afraid and 
troubled. 

And the battle went against Saul and his men. Because 
God was not with him, the Philistines won the fight. Jon- 
athan, David’s friend, was killed. His two brothers were 
killed. Saul himself was wounded. And because he did not 
want to fall into the hands of the enemy, he asked his armor- 
bearer to kill him. When the armorbearer refused to do this, 


68 


JUNIOR CHURCH SCHOOL LESSONS 69 


Saul, who had had such a wonderful chance to show himself 
brave and powerful, played the coward’s part. He fell on 
his own sword, and killed himself. 

So ended the life of the first king of Israel, who had be- 
gun his reign so well. He had forgotten God. He was self- 
willed, determined to have his own way; and so his life was . 
a failure. 

The Philistines had won a complete victory. The next 
day, when they passed through the field of battle, stripping 
the bodies of the slain, they found the bodies of Saul and 
his three sons. Some one had already robbed Saul’s body of 
its crown and bracelet, but the Philistines recognized the 
king. ‘They hung his armor in the temple of the heathen 
Ashtaroth; his body and the bodies of his sons were hung 
on the walls of one of their towns, Beth-shan. 

Do you remember how Saul, at the time when he was 
just beginning his reign, had hurried to the rescue of the 
people of Jabesh-gilead who were besieged by the Ammon- 
ites? The people of Jabesh-gilead had never forgotten the 
act of kindness. When they heard what the Philistines had 
done, they gathered together their valiant men. All night 
they marched until they came to Beth-shan. They took the 
bodies of Saul and Jonathan, and of Saul’s other two sons, 
and carried them back to Jabesh. There they burned them, 
and buried the bones under a tree. Then they fasted for 
seven days in memory of the king who had done so much 
for them. So Saul was honored in his death by those whom 
he had helped during his life. His good deed was repaid, 
and always the men of Jabesh-gilead will be remembered as 
men who were grateful for the kindness which had been done 
to them. 


HANDWORK 


Continue the work on the poster of the psalm which you 
have planned to make. 


NotEBooK Work 


The lesson for to-day does not really come into the story 
of David’s life, so tell the story on a separate sheet of your 
notebook, and put it after the work that you did in connec- 


70 JUNIOR CHURCH SCHOOL LESSONS 


tion with Chapter II, “ Saul Winning and Losing a King- 
dom.” Here is the conclusion of that story, which God had 
warned Saul must come. 


Map Work 


Look up the picture of the Plain of Jezreel, or Fsdraelon, 
which is given in your Second Year lessons, and make a 
map of the region. - 


SOMETHING To Do 


See how many battles that you can learn of, have been 
fought on the Plain of Jezreel. Find out about the Cru- 
sades, for instance, and the campaign of Allenby in Palestine 
in the Great War. | 


Memory Work 


The poet Byron has written a poem, which he called 
“Song of Saul Before His Last Battle.” It shows well the 
fierceness and despair of the king, who knew that God had 
forsaken him. 


Warriors and chiefs! should the shaft or the sword 
Pierce me in leading the hosts of the Lord, 
Heed not the corse, though a king’s, in your path: 
Bury your steel in the bosoms of Gath. 

[Spoken to his men.| 


Thou who art bearing my buckler and bow, 

Should the soldiers of Saul look away from the foe, 

Stretch me that moment in blood at thy feet! 

Mine be the doom which they dared not to meet. 
[Spoken to his armorbearer.] 


Farewell to others, but never we part, 

Heir of my royalty, son of my heart! 

Bright is the diadem, boundless the sway, 

Or kingly the death which awaits us to-day! 
[Spoken to Jonathan.] 


JUNIOR CHURCH SCHOOL LESSONS 71 


SUNDAY SESSION 
DAVID’S LAMENT FOR SAUL AND JONATHAN 
II Samuel, chapter 1 


Tue Memory VERSE 


“ How are the mighty fallen, 
And the weapons of war perished! ” 


Tut Lesson Story 


David and his “ mighty men” had returned to Ziklag with 
their wives and their children whom they had rescued from 
the Amalekites. On the third day after the return, the watch 
reported a man hurrying to the city, with clothing torn, and 
earth upon his head—all the signs of mourning. 

Quickly he was taken before David, and commanded to 
tell his story. He proved to be an Amalekite. He reported 
that the battle between Saul and the Philistines had gone 
against the Israelites, and then, thinking to please David, he 
gave an untrue account of Saul’s death. 

“The battle was going against Saul,” he said, “and I 
happened to be there, Saul saw me; he called me and com- 
manded me to kill him. I did as he commanded, and here 
are his bracelet and his crown, as a proof of my words.” 

The man thought that David would reward him for slay- 
ing his enemy. But David showed that he was very dif- | 
ferent from most men of the time. He was really sorry 
that Saul had been killed. He tore his garments as a sign of 
grief; he and his men fasted and mourned until evening. 
And instead of rewarding the Amalekite who had said that 
he had killed Saul, he summoned one of his young men, and 
ordered that he be killed, saying, ““ Thy blood be upon thy 
head; for thy mouth hath testified against thee, saying, I 
have slain Jehovah’s anointed.” 

As David lamented the death of Saul and Jonathan, he 
put his grief in beautiful words. He seems to have forgot- 
ten Saul’s enmity for himself, and to have remembered only 
the pleasant things about him. He commanded the people 
to mourn for the great king who had fallen, and for Jon- 
athan, whom he had loved so greatly, and who had always 
proved such a true friend. 


12 JUNIOR CHURCH SCHOOL LESSONS 


The words which David sang were called “ The Song of 
the Bow,” because of the reference to Jonathan’s bow, and 
this song was written in “ The Book of Jashar,” the book of 
old songs which is referred to just twice in the Bible—here 
and in the story of Joshua. Joshua 10:13. This book 
seems to have been a collection of poems, perhaps something 
like The Psalms. 

The words of David’s lament have been used ever since 
the days in which they were written as an expression of grief 
and mourning. But the most wonderful thing about them is 
the way in which they show David’s greatness of character, 
and how completely he forgave Saul, who had been his 
enemy for so many years. 


PuTrtiInc THE Lesson INtTo THE LIFE oF THE CLASS 


One way in which David showed his greatness was the 
way in which he forgave his enemies. Do you forgive 
those who you think have harmed you and tried to injure 
you, as completely and absolutely as David forgave Saul? 





God had given both Saul and David opportunities to be- 
come good and great men. Saul failed to use his opportuni- 
ties wisely, and so his life was a failure. David used his 
opportunities in a better way. 





David’s friendship for Jonathan lasted until death. True 
friends are one of the greatest blessings that a man or a 
woman or a boy or a girl can have. Cultivate friendships. 
Be a friend to others, and you will find that you make and 
keep friends. 





A lie is always punished in some way. David did not 
know that the Amalekite was a liar, but he did know that he 
was an enemy, who said that he had committed a crime, and 
so he punished the self-confessed slayer of Saul, who would 
not have met death if he had not lied about what he had 
done. 


Tur Lesson TRutTH IN Your LIFE 


David remembered only the good that there was in Saul 
and Jonathan. In his lament he spoke only kind things, 


JUNIOR CHURCH SCHOOL LESSONS 73 


although Saul had tried in so many ways to injure him. 
Neither did David ever speak evil of Saul before his death. 
Follow his example. Always speak good of people behind 
their backs as well as in their presence. 


EXpRESSIONAL ACTIVITY 


Try this week to follow David’s example in being a loyal 
and faithful friend. 


A Project FOR THE WEEK 


See how many poems you can find which tell the story of 
Saul. Copy one of these, or the part that you like most, in 
your notebook. 

If you play any musical instrument, see if you can find 
and learn a simple rendering of Handel’s “ Dead March in 
Saul,” which is a very beautiful translation into music of 
David’s grief for Saul and Jonathan. 


CoALs OF Fire ! 


Did you ever hear the Bible expression “coals of fire”? 
It is used in one of the proverbs of the Old Testament, and 
is repeated in the New Testament. 


66 


“Tf thine enemy be hungry, give him bread to eat; 
And if he be thirsty, give him water to drink: 
For thou wilt heap coals of fire upon his head.” 


From this proverb, the words “coals of fire” have come 
to mean trying to do good to those who we think have 
harmed us. This is a story that tells about a modern boy, 
who tried to act as David would have acted if he had been 
in his place. 

“Guy Morgan had inherited from his father a hot temper. 
One day he came into the house with an ominous look in his 
eyes, and said to his mother: 

““T’ve done something for you, mother, that I would not 


* Abridged from “Bed-Time Stories,” by Louise Chandler Moulton. 
Copyright 1873, 1901, and used by permission of Little, Brown & 
Company. 


74 JUNIOR CHURCH SCHOOL LESSONS 


do for any one else. I’ve taken a blow without returning it. 
Dick Osgood was nagging the other boys, and I told him 
that he would have to stop. That made him mad, and he 
struck me in the face.’ 

“*O Guy, what did you do?’ 

*¢T didn’t strike him, mother. I remembered what I’d 
promised you. He shouted “coward,” after me. Now you 
must let me off my promise, mother. I want to go back and 
thrash him.’ 

“* Better heap coals of fire on his head,’ she said quietly. 

“* Yes, he deserves a good scorching,’ said Guy, pretend- 
ing to misunderstand her. 

““No. You know what kind of coals I mean. If thine 
enemy hunger, feed him, for in so doing you heap coals of 
fire on his head. ‘Try it, Guy. I can’t let you off.’ 

“ “Well, I promised you, and I will stick to my word,’ 
said Guy slowly, ‘ but you don’t know how hard it is.’ ” 

On the last day of school, a picnic was given on the banks 
of the Quassit River. All the school went, and with Dick 
Osgood was his little sister Hetty. After dinner on the 
grass, the boys and girls scattered in different directions, 
picking flowers, playing baseball, and fishing off the banks. 

“ Suddenly a wild cry rose above the sultry stillness of the 
summer afternoon—Dick Osgood’s cry: ‘ Hetty’s in the 
river, and I can’t swim. Oh, save her, save her!’ 

“Before the words left his lips, all saw Guy Morgan run- 
ning. He unbuttoned his coat as he ran, and threw himself 
into the water. He went under, rose again, and struck out 
toward the golden head that rose for the second time. 

“Mr. Sharp, the head teacher, got a rope, and running 
down the bank, threw it out into the water just above the 
falls. The water was deep where Hetty had fallen, and the 
river ran fast, sweeping her on. When she rose for the third 
time, she was near the falls. A moment more and she 
would go over. But the third time Guy Morgan caught her 
by her long, glistening hair. Mr. Sharp shouted to him. 
He saw the rope and swam toward it. 

“ A moment more and he reached the rope, clung to it, and 
the boys and teacher drew the two in over the slippery edge 
out of the seething waters. Both were unconscious, but Guy 
was the first to recover. 


JUNIOR CHURCH SCHOOL LESSONS 79 


““Ts Hetty safe?’ was his first question. 

“* Only God knows,’ Mr. Sharp answered solemnly. ‘ We 
are doing our best.’ 

“Tt was almost half an hour more before Hetty opened 
her eyes. Dick, who had been utterly frantic, was beside 
himself with joy. 

“Mr. Sharp drove Guy Morgan home, but he got out at 
the gate for fear his mother would be alarmed by seeing 
anyone helping him. 

“Where have you been?’ she asked, when she saw how 
wet he was. 

“Tn Quassit River, mother, fishing out Hetty Osgood. 
I went in after the coals of fire.’ 

“Mrs. Morgan’s laugh was glad. ‘I’ve heard of people 
smart enough to set a river on fire,’ she said, ‘ but you’re the 
first one I ever knew who went in after the coals.’ ” 


EXPRESSIONAL SESSION 
FORGIVING THOSE WHO HAVE HARMED US 
Luke 11: 1-4 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


David was a great king and a great man. One of the 
ways in which he showed his greatness was the way in which 
he forgave Saul, who had so many times really tried to harm 
him. And after Saul’s death, in his lament for Saul and 
Jonathan, he seems completely to have put aside the memory 
of any harm that Saul had tried to do to him, and to re- 
member only that he was Jehovah’s anointed. 

We can all of us profitably follow the example of David. 
We can forgive and forget as he did. And in doing this, we 
will be following the command of One greater than David— 
“reat David’s greater Son,” for Jesus over and over again 
commanded his followers to forgive. Let us all repeat the 
Lord’s Prayer, where Jesus teaches his followers to ask for- 
giveness for our own sins, as we forgive others for their 
sins. 


76 JUNIOR CHURCH SCHOOL LESSONS 


THE CLASS PRAYER 
The Lord’s Prayer. 


VERSES FoR USE IN THE MEETING 


Genesis 50:17; Matthew 5:44; 6:12-14; 18:21, 22; 
Mark 11725: Luke 622/,35eul733n¢Romanse ance 


Hymns tHat May Bg Usep IN CONNECTION 
WITH THE MEETING 


Die otilleoimallay oles 

“ Serve the Lord with Gladness.” 
“Jesus, Unto Whom We Pray.” 
“T Would Come to Jesus.” 


QUESTIONS FoR USE IN THE MEETING 


1. Mention some ways in which David showed his great- 
ness even before he became king of Israel. 

2. How did David show his forgiveness of Saul? 

3. Can you think of any other man of whom we have 
studied before this, who forgave those who had harmed him? 
Try to think of some one before you look up these refer- 
ences. Genesis 33: 1-4; 45:15; Exodus 32: 7-11. 

4. Did you ever try ‘deliberately to harm any one? How 
did you feel? How did the person that you tried to harm, 
act? 

5. If anyone should try deliberately to harm you, how 
can you follow David’s example? 

6. What did Jesus teach his followers about forgiveness? 

7. How does this affect the question of forgiving a na- 
tion which has been at war with us, but with which we have 
made peace? 


Topics For DiIscussION OR REPORTS 


1. Practicing What We Preach in Regard to Forgiving 
Enemies. 

2. How Christ and David Taught the Same Lesson. 

3. How I Can Put Into Practice the Bible ee 
About Forgiveness. 

4. National Enemies. 


JUNIOR CHURCH SCHOOL LESSONS 77 


5. Forgiving and Forgetting. 
6. Seventy Times Seven. 
7. Coals of Fire. 


To READ IN THE MEETING 


A heathen, it is said, once compared a Christian missionary 
to a mango tree, which had been pelted with clubs and stones 
until it had given up its fruit. The next year it bore more 
fruit than ever. So the Christian missionary, in spite of the 
harm that the heathen had tried to do to him, tried to do 
more and more for them. 





Spite is a little word, but it represents as strange a jumble 
of feelings and compound of discords as any many-syllabled 
word in the English language—Dickens. 





“We always hurt ourselves when we try to hurt others.” 





Hath any wronged thee? Be bravely revenged. Slight 
it, and the work’s begun. Forgive it, ’tis finished. He is 
below himself that is not above an injury.—Sir Thomas 
Browne. 





I will permit no enemy to degrade my soul to the level of 
hatred—Booker T. Washington. 





In taking revenge, a man is but even with his enemy; but 
in passing it by, he is superior; for it is the prince’s part to 
pardon.—Bacon. 


SOMETHING To Do TH1s WEEK 


Try this week to be forgiving toward anyone that you 
think has not shown himself to be your friend. And more 
than that, try to be even more than forgiving—be generous, 
as David was, completely forgetting that harm has been done 
to you. Do something kind for the person who you think is 
trying to injure you. ‘Try especially to do unto others as 
they would have you do to them, keeping yourself from do- 
ing any injury to others in any way. 


CHAP LH REIX 
WEEK DAY SESSION 
HOW DAVID BECAME KING OF ALL ISRAEL 
Diesamiuelrocet tz 
Tun MEMory VERSE 


“Tift up your heads, O ye gates; 
Yea, lift them up, ye everlasting doors: 
And the King of glory will come in. 
Who is this King of glory? 
Jehovah of hosts, | 
He is the King of glory.” —Psalm 24:9, 10. 


Tue Lesson STORY 


When David heard the news of the death of Saul and 
Jonathan, he was at Ziklag. He knew that the time for him 
to become king was at hand, but before he took any step he 
asked God’s help. God told him that he was to return to 
Israel, to the city of Hebron. 

Hebron was one of the most ancient cities in the world. 
It is situated in the south of Palestine, high above sea level 
in the midst of mountains, and so is easily defended. There 
Abraham, the ancestor of the Hebrew people had lived; 
there Isaac and Rebekah had made their home, and it was 
near Hebron, in the valley of Eshcol, that the spies had gath- 
ered the great bunch of grapes which they had brought 
back with them when Moses sent them to spy out the Prom- 
ised Land. 

David and all his men and their families settled in Hebron 
and the neighborhood. The men of the tribe of Judah, who 
knew how great David was, came together there at Hebron, 
and made him their king. 

David’s first act as king showed his greatness and his 
wisdom. Messengers reported to him the brave act of the 
people of Jabesh-gilead in rescuing the bodies of Saul and 


78 


JUNIOR CHURCH SCHOOL LESSONS 12 


Jonathan from dishonor at the hands of the Philistines, and 
burying them with proper ceremonies. David immediately 
sent a message of thanks to the Jabesh-gileadites, so show- 
ing that he was friendly to those who had been friends of 
Saul, and did not intend to take vengeance on those who had 
sided with his enemy, as so many of the kings in those days 
would have done. 

For a time David was king of the tribe of Judah. Then 
the men of all Israel—339,600 warriors—came to him and 
asked him to be their king. ‘They gave good reasons for 
wanting him to rule over them. 

1. He was of the same race as they were. 

2. He was Saul’s son-in-law. 

3. He had proved himself a great warrior and a great 
statesman. 

4. He had shown a great trust in God, and God had 
shown that he had chosen David to be a leader. 

David accepted the offer of the people that he should be- 
come their king. For three days there was great rejoicing 
in Hebron, and, in fact, all through Palestine. Presents 
were brought to the new king from all parts of the land— 
great quantities of the bread of the country, and loads of 
meal, or flour, figs pressed into cakes, raisins. Great quan- 
tities of oil and wine and sheep and cattle were brought in 
honor of the new ruler. 

So David began his reign over all Israel with rejoicing 
in the city of Hebron. He had patiently waited for God to 
do as he had promised, and at last God’s promise had been 
carried out. 

For seven and a half years, David ruled in Hebron. But 
the city proved unsuitable as a capital. There was one place 
in the kingdom which David thought would be a good capi- 
tal. This was a very old city, which Abraham had visited | 
hundreds of years before. Genesis 14:18. Then it had 
been called “ Salem,” and Melchizedek, who had served the 
true God, was its king. But for many centuries now, this 
city had been held by the heathen Jebusites, from whose 
name it had come to be called “ Jebus.” This place was situ- 
ated so high among the hills, and had such strong natural 
defenses that its inhabitants boasted that even the lame and 
the blind could hold it against any attack. 


80 * JUNIOR CHURCH SCHOOL LESSONS 


David knew that this place would make a strong capital 
city. He felt, also, that it would not be wise to leave a 
heathen fortress in the midst of his territory. So he and 
his band of warriors attacked strong Jebus. They captured 
it, in spite of the boasts of the inhabitants. They rebuilt 
much of it, and made its fortifications stronger. They re- 
named it Jerusalem—the city which has come to be one of 
the most famous and renowned cities in the world. 


= 


HANDWORK 


Look at the map in your book, and plan to build a model 
of the city of Jerusalem, as a class project. For the first 
step, model the general outline of the city on the sand table. 


VALLEY OF Hinnon 





Jerusalem is situated on three principal hills—one to the east, 
called Ophel, the second to the southwest, the third to the 
northwest. The eastern hill is a ridge extending for a little 
more than a mile from north to south, rising to a height of 
from two hundred to three hundred feet above the surround- 


JUNIOR CHURCH SCHOOL LESSONS 81 


ing valley. It tapers to a blunt point at the northern end. 
The southwestern hill is the largest. In form it is oblong, 
with a very broad summit. The third hill lies north of the 
second hill described. ‘The southwestern hill was probably 
the citadel of David and this was possibly the hill which was 
called “ Mount Zion.” 


NotEBookK WorkK 


As Chapter VII of your notebook life of David, tell the 
story of “ David Becomes King of Judah and Israel.” Draw 
in your book a little outline map such as that given on 
page 80, which will show the locations of the places con- 
nected with the lesson. 


Mar Work 


Be prepared to put on the blackboard, without a guide, 
the map which you have put in your notebook. 


Memory Work 
Learn Psalm 24. 


The earth is Jehovah’s, and the fulness thereof; 
The world, and they that dwell therein. 
For he hath founded it upon the seas, 
And established it upon the floods. 
Who shall ascend into the hill of Jehovah? 
And who shall stand in his holy place? 
He that hath clean hands, and a pure heart; 
Who hath not lifted up his soul unto falsehood, 
And hath not sworn deceitfully. 
He shall receive a blessing from Jehovah, 
And righteousness from the God of his salvation. 
This is the generation of them that seek after him, 
That seek thy face, even Jacob. ° 

[ SELAH. ] 


Lift up your heads, O ye gates; 

And be ye lifted up, ye everlasting doors: 
And the King of glory will come in. 
Who is the King of glory? 

Jehovah strong and mighty, 

Jehovah mighty in battle. 


82 JUNIOR CHURCH SCHOOL LESSONS 


Lift up your heads, O ye gates; 

Yea, lift them up, ye everlasting doors: 
And the King of glory will come in. 
Who is this King of glory? 

Jehovah of hosts, 

He is the King of glory. 


A BritisH PARALLET, 


It is worth while to notice the striking parallel presented 
by early English history to the course of events which 
brought about the union of the tribes under a single scepter. 
The invasion of Britain by the English in the fifth and sixth 
centuries led to the establishment of a number of small, inde- 
pendent kingdoms which were continually weakened by mu- 
tual jealousy and strife. Indeed, the warfare between the 
inhabitants and the invaders gradually died down into a 
warfare of English kingdoms against one another. ‘Then 
came the invasion of the Northmen. The victorious Danes, 
like the Philistines of Old Testament history, settled down 
in the midst of the conquered population, which under their 
dominion was gradually welded into a vigorous nation. The 
need of resistance to a common foe forced the English to 
recognize a common king, and towards the close of the ninth 
century, A‘lfred, from being the mere chieftain of the West 
Saxons, became king and champion of the united English 
people in its struggle with the stranger—R. L. OTTLEy, in 
“ History of the Hebrews.” 


SUNDAY SESSION 
BRINGING THE ARK TO JERUSALEM 
II Samuel 6: 1-15; Psalm 24 


Tuer MEMory VERSES 
Review Psalm 24. 


THE Lesson Story 


David established himself firmly in Jerusalem. He forti- 
fied it so that it was a great stronghold. He made friends 
with other nations, particularly with King Hiram of Tyre. 
In every way his acts pleased God. 


JUNIOR CHURCH SCHOOL LESSONS 83 


There was another thing, however, which David felt 
should be done. The Ark of the Covenant was still at the 
house of Abinadab at Kiriath-jearim, where it had been for 
many years, ever since it had been returned to the Israelites 
by the Philistines. David felt that the Ark should be 





brought to Jerusalem, and that the people should come there 
to worship. 

He gathered together a great band of thirty thousand men, 
and they went to Kiriath-jearim. But, they had forgotten 
God’s strict rules about moving the Ark, which he had given 
so long before. You remember, do you not, that when the 
Israelites moved it during the wilderness journey they fol- 
lowed certain rules. It was to be carried by the Levites ; 
they were not to touch it, but only the golden handles. Num- 


84 JUNIOR CHURCH SCHOOL LESSONS 


bers 4:4, 5, 15, 19, 20. David, though, for some reason did 
not observe these laws. ‘The Ark was placed on a new cart, 
drawn by oxen. Uzzah and Ahio, the sons of Abinadab, in 
whose house the Ark had been for so many years, drove the 
cart. David and his followers played before Jehovah on all 
sorts of musical instruments—the harp and the psaltery and 
the timbrels, and the cymbals. It seemed as if everything 
were going well, when suddenly they came to a rough place 
in the road. Uzzah put out his hand to steady the Ark. 
And—he dropped dead! The happy procession became sad. 
David realized that he had done something wrong. He was 
grieved and angry. They placed the Ark in the house of 
Obed-edom the Gittite in Perez-uzzah, and David and his 
men returned sadly to their homes. 

For three months the Ark was left at Perez-uzzah. 
Obed-edom and his family were greatly blessed during that 
time. David in the meanwhile investigated the question of 
how the Ark should be moved. He made his plans care- 
fully this time. The Ark was carried on the poles, which 
rested on the shoulders of the Levites. When they had gone 
six paces there was a sacrifice. David himself, dressed in 
an ephod—the garment of a priest—led the procession, play- 
ing upon a harp. So, with shouting and the sound of 
trumpets the Ark was taken to Jerusalem. As they ap- 
proached the city a procession of women came out to meet 
them and with great rejoicing the Ark was taken into the | 
city. 


PuTTING THE Lesson INtTo THE LIFE oF THE CLASS 


David was right in thinking that the people should have 
a place to worship in their chief city. We all of us live in 
places where we can go to church. Do you go regularly, or 
do you stay at home when you have the slightest excuse? 





David wanted to do the right thing, but he did not at first 
try to find the best way of doing it. And so he made a 
mistake. Try to find out the very best way of doing that 
which you are planning to do, so that you will not make a 
mistake. The Ark had been in the house of Uzzah’s father 
for many years, and he had become careless about it. We 


JUNIOR CHURCH SCHOOL LESSONS 85 


should never become careless or irreverent in the way in 
which we treat sacred things. 





One of the sacred things of our land which is often treated 
disrespectfully, because we know no better is, the flag of our 
country. Try to find out something about this, and always 
be respectful to the flag. 


Tuer Lesson TrRutTH IN Your LIFE 


Be careful and reverent always in your treatment of sacred 
things. 


EXPRESSIONAL ACTIVITY 


Try this week to show reverence and respect for those 
things which are for any reason sacred, such as the Bible, 
and the flag. Be careful and reverent in the way you handle 
the Bible, and remember that it is God’s holy Word. 


How THE ARK Was TakEN INTO JERUSALEM 


As the Ark was carried into Jerusalem by the rejoicing 
procession, it is supposed that they sang the words of 
Psalm 24, for which some of you have made posters. Sup- 
pose you try this week to act out the scene. — 

There were seven choirs of singers and musicians that 
went before the Ark. As they wound up the hill to the city 
they sang or recited these words: 


“The earth is Jehovah’s, and the fulness thereof; 
The world, and they that dwell therein. 
For he hath founded it upon the seas, 
And established it upon the floods.” 


Then a single voice spoke the words of verse 3: 


“Who shall ascend into the hill of Jehovah? 
And who shall stand in his holy place? ” 


The choir answered again: 


“He that hath clean hands, and a pure heart; 
Who hath not lifted up his soul unto falsehood, 
_ And hath not sworn deceitfully.” 


86 JUNIOR CHURCH SCHOOL LESSONS 
Then all sang: 


“He shall receive a blessing from Jehovah, 
And righteousness from the God of his salvation. 
This is the generation of them that seek after him, 
That seek thy face, even Jacob.” 
[ SELAH. ] 


This indicates an interlude, when only the orchestra is 
heard. A band of priests and Levites heading the proces- 
sion, passes within the gates. ) 

The vast assembly without then sings: 


“Lift up your heads, O ye gates; 
And be ye lifted up, ye everlasting doors: 
And the King of glory will come in.” 


The company within sings: 
“Who is the King of glory?” 


(who thus demands admittance). The assembly without 
reply: 


“Jehovah strong and mighty, 
Jehovah mighty in battle, 


He is the King of glory.” 


The Ark was then put in its tent. The people feasted, and 
returned home, with great joy—Adapted. 


EXPRESSIONAL SESSION 
REVERENCE FOR SACRED THINGS 
Leviticus 26:2 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


Through the death of Uzzah David and his followers 
learned the lesson that they should treat holy things in a 
respectful manner. That is a lesson which we, too, should 
learn. We should treat with reverence and respect God’s 


JUNIOR CHURCH SCHOOL LESSONS 87 


house, his day, his Book. He wants us to treat his name 
with respect—not to use it in vain. He wants us to treat 
with reverence and respect all sacred things. Let us ask him 
to help us to do this. 


THE CLAss PRAYER 


Our Father in heaven, help us always to treat with rev- 
erence and respect thy house, thy name, thy Word—all those 
things that are sacred. We ask this in Jesus’ name. Amen. 


VERSES FoR USE IN THE MEETING 


Peds, 20:7,.8- Psalm 100: 111:9: 118: 24+ 119297; 
Hebrews 12: 28. 


Hymns THAT May Bs USEp IN CoNNECTION 
WITH THE MEETING 


“TI Love Thy Kingdom, Lord.” 
“Glorious Things of Thee Are Spoken.” 
“To Thy Temple I Repair.” 

“How Precious Is the Book Divine.” 
“Lord, Thy Word Abideth.” 


QvurEsTIONS For UsE IN THE MEETING 


1. How did the people of Israel show reverence to God’s 
name? 

2. How did they show reverence to his house and to his 
day? 

3. When did God command that they reverence his name 
and his day? 

4. How can you show reverence to God’s name? Does 
it show reverence to his name to use bad language as some 
boys and girls do? 

5. How can you show reverence for God’s house? 

6. How can you show reverence for God’s day? 


Topics FOR DISCUSSION OR REPORTS 


1. Reverence in Israel and in America. 
2. Reverencing God’s Day. 
3. Showing Reverence in God’s House. 


88 JUNIOR CHURCH SCHOOL LESSONS . 


4. Reverencing God’s Name. 
bowolang, 
6. Reverence for all Sacred Things. 


To READ IN THE MEETING 


Reverence is treating worthy things worthily, and the most 
worthy things the most worthily—James G. K. McClure. 





* 


“ Never treat lightly anything which is sacred to others.” 





There is in my heart a little plant called Reverence which 
wants to be watered about once a week.—Holmes. 


SoMETHING To Do THis WEEK 


This week try to show reverence toward some of the 
sacred laws of God. 

1. Do something to make your church or the church 
grounds more beautiful or more attractive. 

2. Keep your tongues from lying and swearing, or tak- 
ing God’s name in vain, in any way. 

3. Keep the Sabbath holy. 

4. Show respect to your elders. 

5. Show respect to the flag. 


CHAPTER X 
WEEK DAY SESSION 
GOD’S PROMISE TO DAVID 
II Samuel 7: 1-17 
THE Memory VERSE 


“There hath not failed one word of all his good promise.” 
—I Kings 8: 56. 


THE Lesson STORY 


David was established firmly in the stronghold of Jerusa- 
lem. He fortified the city, and he built for himself a palace 
of cedar wood on the eastern hill, Ophel. Near by he had 
placed the tent which he had made for the Ark of the 
Covenant. 

But it did not seem right to him that he, a human king, 
should live in a palace of cedar, while the sacred Ark, which 
was the symbol of God, the King of all the world, was pro- 
tected only by the curtains of a tent. And so David planned 
to build a Temple—a house which would be a fitting place 
for the Ark of God to be kept. He called to him the prophet 
Nathan, and told him of his plan. 

At first Nathan was pleased. 

“Go, do all that is in your heart,” he said, “‘ for God is 
with you.” 

But that night God spoke to Nathan and told him that he 
did not want David to build a house for him. Nathan was 
to take the message to David. Because he had been a 
warrior he was not to build God’s house, but this was to be 
done by his son, who should succeed him as king. 

Then God added a wonderful word of promise. He told 
Nathan to say to David that his kingdom should be estab- 
lished forever; that through him, as through Abraham, all 
the nations of the earth should be blessed. 


89 


90 JUNIOR: CHURCH SCHOOL LESSONS 


David was forbidden, you see, to do what he wanted to do, 
even though the building of the Temple seemed a righteous 
thing. But in forbidding this God gave the promise of much 
greater things to David—and that promise has been carried 
out, as all God’s promises are, for the Kingdom of Jesus, 
the Son of David, has been established forever, and through 
him all the nations of the earth are being blessed. 

And David was not displeased at God’s refusal to allow 
him to do as he wished. He made a wonderful prayer of 
submission, and then he began to prepare plans and provide 
materials for the building of the Temple by his son. 

At God’s command he purchased from a man named 
Araunah a flat piece of land where Araunah had his thresh- 
ing floor. There on a great rock fifty-seven by forty-three 
feet, he built an altar of burnt offering unto God, and sacri- 
ficed. He gathered together the masons and commanded 
them to hew stones into shape; he prepared iron and brass 
and cedar wood, which he had brought from Tyre and 
Sidon. 

Altogether he prepared a hundred thousand talents of gold 
and a thousand talents of silver; so much brass and iron 
that it could not be weighed ; timber and stone in abundance; 
and workmen who knew how to do skilfully all sorts of 
work in metal and in wood and in stone. 

So David showed that he could take a disappointment like 
a man. Once more he proved that he was brave—this time 
he proved himself a moral hero, as before he had proved 
himself a hero in battle. 


HANDWORK 


Continue the work that you have begun on the model of 
the city of Jerusalem which you are making. 


NotrKBookK WorK 


Tell this story of David in your notebook life of David, 
as Chapter VIII. What will you call it? 

Also put in terms of American weights and measures the 
amount of gold and silver that David prepared for the 
Temple, remembering that a talent of gold weighed a little 
over 108 pounds, avoirdupois, and was valued at $29,374.50 ; 


JUNIOR CHURCH SCHOOL LESSONS 91 


and that a talent of silver weighed 96 pounds and was valued 
at $1,920.00. 


Map Work 


Be prepared to put on the blackboard from memory a 
sketch of the general outline of Jerusalem. 


Mrmory Work 
Learn the words of this old hymn: 


Hat, To THE BRIGHTNESS OF ZION’s GLAD MornING 
“Hail to the brightness of Zion’s glad morning! 
Joy to the lands that in darkness have lain! 
Hushed be the accents of sorrow and mourning; 
Zion in triumph begins her mild reign. 


“Hail to the brightness of Zion’s glad morning, 
Long by the prophets of Israel foretold! 
Hail to the millions from bondage returning! 
Gentiles and Jews the blest vision behold. 


“Lo, in the desert rich flowers are springing, 
Streams ever copious are gliding along; 
Loud from the mountain tops echoes are ringing, 
Wastes rise in verdure, and mingle in song. 


“See, from all lands, from the isles of the ocean, 
Praise to Jehovah ascending on high; — 
Fallen are the engines of war and commotion, 
Shouts of salvation are rending the sky.” 


Davip’s ADVISERS 


When David captured the fortress Jebus, it was only a 
small place, perhaps four thousand five hundred feet around 
the walls, but under his rule it became an important and 
busy center, with its officials and their families, the soldiers, 
merchants, and visitors who came from time to time. 

The people were ruled in their own districts by their 
elders, through whom any demand was made known to the 
king. David’s chief assistants were three men. 

1. The scribe, or secretary of state. 

2. The recorder, or keeper of royal records. 

3. The “king’s friend,” who was his chief counselor. 


92 JUNIOR: CHURCH, SCHOOLESSONS 


The two priests of highest rank were also counselors of 
state. 

Two other officers of great importance were the com- 
mander of the king’s bodyguard of six hundred “ mighty 
men,” and the general of the army. ‘These men were at the 
head of the government, and were loyal to David. Many of 
them had been with him through the years in the wilderness. 

Besides these men, the prophets of God, Nathan and Gad, 
advised David about God’s will for him. 


SUNDAY SESSION 
HOW DAVID RECEIVED GOD’S COMMAND 
II Samuel 7: 18-29 


THE MEmMory VERSE 


“ With thy blessing let the house of thy servant be blessed 
for ever.”—II Samuel 7: 29. 


Tue Lesson StTorY 


David accepted in the right spirit God’s command that he 
should not build the Temple. He did not become angry 
because he was not allowed to do what he wanted to do; he 
yielded his will to God’s will without hesitation. When 
Nathan told him that God had forbidden him to build the 
house for the Ark of the Covenant, he went into the tent 
where the Ark had been placed, and prayed to the Lord. 
He accepted God’s will cheerfully, and gave thanks to God 
for his great promise. It must, indeed, have been a satis- 
faction to David to feel that his son should reign after him, 
for he knew that Saul’s sons had not succeeded him, and 
that as yet there was no law among the people that the 
throne should go from father to son. God’s promise to him 
was greater than anything for which he had hoped. 

But if David had been rebellious and disobedient in regard 
to God’s command, God might not have been ready to do 
such great things for him. Because David was a man after 
God’s own heart, obedient and willing to do right, God 
granted to him many great and wonderful blessings. 


JUNIOR CHURCH SCHOOL LESSONS 93 


PuTTING THE LEsson INTo THE LIFE OF THE CLASS 


God did not grant to David his wish to build a Temple for 
him, although in itself this wish was right and proper. But 
he did give to David much greater things than he asked. 





So God sometimes denies to us something for which we 
pray. But if we learn aright the lessons which such denials 
are meant to teach us, we shall find that God intends much 
greater and better things for us. 





David thanked God for his promise that his throne should 
be established forever. We who know so much better than 
did David how great that promise was, should thank him 
even more and more that he sent his only begotten Son, 
“great David’s greater Son,” to bless the world, to bring sal- 
vation to its people, and to be its King forever. 


THE Lesson TRutTH IN Your LIFE 


Sometimes we are not allowed to do those things which 
we want to do and we do not understand why. We will 
try to bear such disappointments cheerfully, and in the right 
spirit. 


EXPRESSIONAL, ACTIVITY 


If you find during the week that you are disappointed 
about something, try to bear that disappointment as David 
bore his disappointment, accepting it in the right spirit, and 
with as much cheerfulness as possible. 


To READ IN THE MEETING 


“Mother, may I take the baby and go over to grand- 
mother’s? She said yesterday that she wanted to see him. 
I will take good care of him.”. 

Mother looked a bit puzzled. She knew that Jean would 
take good care of three-year-old Donald; she knew, too, that 
grandmother wanted to see him, and that it would be a 
pleasure to everyone. But 

“No, dear. I think that you’d better not go just now. 





94 JUNIOR CHURCH SCHOOL LESSONS 


‘Take the baby out into the garden and amuse him, for a 
while, won’t you? That will help me a great deal.” 

Jean was puzzled. It didn’t seem to her that it would 
have made very much difference to mother whether she 
amused Donald in the garden, or took him over to grand- 
mother’s, on the other side of the town. She did not under- 
stand, but she accepted mother’s decision cheerfully. She 
amused the baby until he fell asleep in the porch hammock. 
And just then mother came to the door. 

“Jean,” she called softly so that she wouldn’t waken 
Donald, “come here. Aunt Nellie has just telephoned to 
say that she will be here in fifteen minutes in the car, and 
that she wants you to go with her up to Mirror Lake for a 
picnic supper. Come, get ready, dear.” 

“ Did you know that she was coming, mother? Was that 
why you did not want me to take Donald to grandmother’s ? ” 

“She telephoned last night that they were going, if Uncle 
Billy could get off,’ mother answered. “ I wasn’t sure and 
so I did not tell you. But of course I didn’t want you to be 
away, if the plan was carried out.” 

And how glad Jean was that she had accepted mother’s 
decision cheerfully when she climbed into the big automo- 
bile, with Uncle Billy and Aunt Nellie in the front seat, and 
the back seats just overflowing with the cousins. My, but 
it was fine to be going on an automobile picnic! Mother’s 
plans for a good time for her were much better than her 
own could possibly have been. Mother, as usual, knew best. 


EXPRESSIONAL SESSION 
HOW TO RECEIVE DISAPPOINTMENTS 
Acts 16: 6-10 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


Many times we plan to do something which seems to us 
good and pleasant, and then, for some reason or other, are 
disappointed. How do we bear these disappointments? Do 
we accept cheerfully those things which cannot be helped, or 
do we grumble and complain? Do we try to make the best 


JUNIOR CHURCH SCHOOL LESSONS 95 


of things, and try to do the very best that we can with what 
we have? Paul was forbidden by the Holy Spirit to preach 
in the places to which he wanted to go. David was forbid- 
den by God, through the prophet, to build the Temple which 
he wanted to build. But both of them accepted the disap- 
pointment in the right spirit. David provided treasures for 
his son to use in building the Temple; Paul quickly obeyed 
the message which he received through the vision: of the 
man from Macedonia, and went to Europe to preach and to 
teach. So we, too, should do. Let us ask God to help us to 
bear cheerfully those disappointments in carrying out our 
plans which are sure to come to all of us. 


THE CLASS PRAYER 


Our Father in heaven, help us to bear cheerfully those dis- 
appointments in carrying out our plans that are sure to come 
to us. Help us to say as Jesus said, “ Not my will, but 
thine, be done.” We ask in his name. Amen. 


VERSES For USE IN THE MEETING 


petenoes lO Gert 1 Oe roverbsesel leeh2. 15 LSiel Ane: 
Psalm 30: 5. 


Hymns THAtT May Bg USED IN CONNECTION 
WITH THE MEETING 


mB brust and Obey.” 
“ All That’s Good, and Great, and True.” 
“Tet Us with a Gladsome Mind.” 


QUESTIONS FoR USE IN THE MEETING 


1. Were you ever disappointed? How did you take the 
disappointment ? 

2. Find out about some Bible character, other than David 
and Paul, who was disappointed, and be able to tell his 
story. The following references will help you: Deuteronomy 
Beeet-on lt Kings 19:14; Mark 5:23,:/35,° 363. John 
lee 21 22. 

3. What is the best way to overcome disappointments ? 


96 JUNIOR CHURCH SCHOOL LESSONS 


4, Suppose that it should rain on a day when you had 
planned a picnic. What should you do? 

5. Suppose that you are ill, on a day when you are going 
to go to the seashore. How should you act? 


Topics FoR Discussion oR REPoRTS 


Bearing Disappointment in Little Things. 
Bearing Disappointment in Big Things. 
Making the Best of a Disappointment. 
How David Bore His Disappointment. 
How Paul Bore His Disappointment. 


Geen 


To READ IN THE MEETING 
“Expect great things from God.” 





Robert Louis Stevenson belonged to a family of which 
many of the members had been engineers who had built 
lighthouses. Stevenson wanted to build lighthouses, too, 
but his health was poor, and he had to give up the work. 
But he became a writer, and now everyone knows his name. 
Perhaps few of us would ever have heard of Stevenson, the 
lighthouse-builder, but we all know Stevenson the writer. 
God turned his disappointment into something far better 
than he had planned. 


“Tt does no good to grumble and complain; 
It’s just as cheap and easy to rejoice. 
When God sorts out the weather and sends rain, 
Why, rain’s my choice.” 


“Tt’s easy enough to be pleasant 
When life goes on like a song; 
But the man worth while 
Is the man with a smile, 
When everything goes dead wrong.” 


SoMETHING To Do THis WEEK 


If any disappointment comes to you, be cheerful about it. 
_If some one younger than you is disappointed, try to help 
him to bear the disappointment, and help to make him happy. 


GEA EAH Rex 
WEEK DAY SESSION 
DAVID’S KINDNESS TO THE SON OF JONATHAN 
II Samuel, chapter 9 


THe MEmory VERSE 


“Be ye kind one to another, tenderhearted, forgiving each 


other, even as God also in Christ forgave you.” 
—FEphesians 4: 32. 


Tue Lesson STORY 


Do you remember the covenant of friendship which David 
and Jonathan had made with each other? Many years had 
passed since that day when they had promised each other 
that there should always be kindness between them and their 
children, no matter what happened... Now Jonathan was 
dead, and David was king over all Israel and Judah. But 
although many years had passed, David had not forgotten 
his friend. As soon as a time of peace came, he thought of 
Jonathan’s family. He wondered whether any of Jonathan’s 
children were alive. He asked his attendants to find out 
for him. 

“There is a servant of Saul here, named Ziba,” some one 
told him. “ He may be able to answer this question for 
you.” So David ordered that Ziba be sent for. 

Perhaps Ziba was frightened when he was summoned be- 
fore the king, for in those days it was often the custom for 
kings to kill those who had been friends of the kings who 
had ruled before them. Perhaps he was afraid when David 
asked him the question, “Is there not yet any of the house 
of Saul, that I may show the kindness of God unto him?” 
Perhaps he may have thought that David wanted to kill all 
Saul’s descendants who might be his rivals on the throne. 
So, when he answered the king, he said right away some- 
thing which would arouse David’s pity: “ Jonathan hath yet 
a son, who is lame of his feet.” 


97 


98 JUNIOR CHURCH SCHOOL LESSONS 


And then he must have told the story. Years before, on 
the day when the news came to the home of Jonathan that 
both he and Saul had been killed, the little boy, Mephibosheth, 
had been only five years old. His nurse had been terrified. 
She was afraid that the Philistines would attack the palace. 
She really loved the little boy, and so she took him in her 
arms to carry him away from danger. As she ran with the 
child in her arms she stumbled and he fell. Both of his feet 
were injured, and though his life was safe, he was never 
again able to walk. 

“Where is he now?” asked King David. 

“ He is in the house of Machir, in Lo-debar, east of the 
Jordan,” answered Ziba. There he had lived for more than 
fifteen years. He was helpless and unable to earn his liv- 
ing, and so this rich man took care of him. 

“ T will send for him,” said David. 

Of course Mephibosheth answered the king’s summons. 
Probably he, too, was afraid of what King David might in- 
tend to do to him. When he came before the king he fell 
upon his face. 

As David looked at him he remembered this young man’s 
father. He spoke kindly just one word—‘ Mephibosheth.” 
“ Behold, thy servant! ’’ answered the son of Jonathan. 

“Fear not,” continued David; “for I will surely show 
you kindness for Jonathan, your father’s sake. No longer 
shall you be poor. I will give back to you the land of your 
grandfather, Saul. You yourself shall stay in my palace, 
and eat at my table. You shall be treated as one of my own 
sons. 

Then David called Ziba again. He gave into his charge 
all the property which he had given to Mephibosheth. He 
and his fifteen sons and his twenty servants were to be the 
servants of Mephibosheth. 

And so David the king remembered his promise to Jon- 
athan. He showed “ the kindness of God” to him, and gave 
to him an honorable place in the kingdom. 


HANDWORK 


Continue your work on the model of the city of Jerusalem 
which you are making. 


JUNIOR CHURCH SCHOOL LESSONS 


NotTesBook WorkK 


oe 


Tell the story of David’s kindness in your own words, as 
Chapter IX of your notebook story of David. 


A PosstBLE PROJECT 


Plan a dramatization of the story of Mephibosheth, going 


back to the beginning of David’s friendship with Jonathan. 


Mrmory WorkK 


Learn one or more of the following poems or stanzas 


about kindness. 


“Kind hearts are more than coronets, 
And simple faith than Norman blood.” 


“Tor whatever men say in their blindness, 
And spite of the fancies of youth, 
There’s nothing so kingly as kindness, 
And nothing so royal as truth.” 


Wuat Is Goop 


“ What is the real good?” 


I asked in musing mood. 


Order, said the law court; 
Knowledge, said the school; 
Truth, said the wise man; 
Pleasure, said the fool; 
Love, said the maiden; 
Beauty, said the page; 
Freedom, said the dreamer; 
Home, said the sage; 

Fame, said the soldier; 
Equity, the seer— 


Spoke my heart full sadly: 
“The answer is not here.” 
Then within my bosom 

Softly this I heard: 

“Each heart holds the secret; 
Kindness is the word.” 


—JoHN Boyie O’REILLY. 


100 JUNIOR’ CHURCH SCHOOL LESSONS 


SUNDAY SESSION 
NATHAN’S PARABLE OF THE PET LAMB 
PesamueWiZal-G 


Tur Memory VERSE 


“Have mercy upon me, O God, according to thy loving- 
kindness.”—Psalm 51: la. 


THE LEsson STORY 


In most ways King David was a very great and good man. 
He was a faithful worshiper of God; he was generous and 
kind and true. But once he sinned against the rules of kind- 
ness and generosity and purity, and for this sin God pun- 
ished him. 

David saw a beautiful woman. He loved her, and when 
he discovered that she was already married, he did a very 
terrible thing. He sent her husband Uriah to the front of 
the battle line, where he was sure that he would be killed; 
and then, when this happened, he married Uriah’s widow. 

God’s heart was grieved when he saw the sin of his 
servant. Again he sent to him the prophet Nathan, with a 
message. ‘This message Nathan gave to the king in the form 
of a story, or parable. 

“There were once two men in one city,” said Nathan. 
“One of these men was rich; the other was poor. The rich 
man had many sheep and lambs. ‘The poor man had only 
one little ewe lamb which he had raised in his own house- 
hold. It was the pet of the children. It ate the same food as 
they did. ‘They all loved it greatly. But one day a visitor 
came to the home of the rich man. It was necessary to pro- 
vide food for him. The rich man was stingy. He did not 
want to take any of his own flock. He took the one ewe 
lamb which belonged to the poor man, and killed it and pre- 
pared it for the visitor’s meal.” 

- David was very angry at the rich man in Nathan’s story. 

“The man who did this is worthy of death,” he said. 
“He shall restore four times as much as he took, because he 
had no pity.” 

Then Nathan spoke sternly to David. Even though 
David was the king, God’s prophet did not hesitate. 


JUNIOR CHURCH SCHOOL LESSONS 101 


“Thou art the man!” he said. ‘Thou who art so rich 
and powerful, hast killed Uriah; thou hast taken his wife. 
Thou shalt be punished!” 

And when David saw how greatly he had sinned, he was 
truly sorry. He was really repentant. He asked God’s for- 
giveness, and showed that he was truly sorry. The words 
of Psalm 51, of which you have learned the first verse in 
your Memory Verse, are supposed to have been written at 
this time. 

And God was kind to David. He punished him, but for- 
gave him. As David had shown “the kindness of God” to 
Mephibosheth, God showed kindness to him when he had 
sinned. God will always forgive those who are truly sorry 
for their sins, and who try to do right. 


Purtinc THE Lksson INTO THE LIFE OF THE CLASS 


Jesus taught his followers, in the Lord’s Prayer, to use the 
words: “ Forgive us our debts, as we also have forgiven our 
debtors.” David forgave Saul and forgot his sin against 
him; God forgave David, and forgot his sin. 





When David forgot to be kind and thoughtful of other 
people, he fell into sin. So shall we do if we forget the 
rights of other people and think only of ourselves. 





* As ye would that men should do to you, do ye also to 
them likewise.” 





Be careful about things which belong to others. Do not 
take them, or use them as if they were your own. Remem- 
ber that this is sin. 


Tur Lesson TrutH IN Your LIFE 


Try to remember the rights of others. Always be fair and 
square and kind in considering these rights. 


EXXPRESSIONAL ACTIVITY 
This week be thoughtful of other people’s rights, and kind 
to them, doing unto others as you would like to have them 
do unto you. 


102 JUNIOR CHURCH SCHOOL LESSONS 


THE BELL oF JUSTICE 


Long ago in Italy a king ordered a bell hung from a 
tower in the market place and called it “The Bell of Justice.” 
He said if even a little child suffered any wrong, he could 
ring the bell by pulling on the rope that was fastened to it, 
and the little child should receive justice. As the years 
passed many wrongs were righted for the people who rang 
the bell. But at last the lower part of the rope rotted away, 
and a wild grapevine.was tied to lengthen it. On the hill- 
side above the village lived a man who owned a horse which 
he allowed to roam on the roadside, and which he left 
to starve and to die in his old age, because the owner was 
too miserly to feed him. One day the horse wandered into 
the market place, and seeing the green grapevine, the 
poor creature in the keen pangs of hunger began to eat it, 
and in doing so rang the bell. All the people heard the ring- 
ing. It seemed to say, 


‘“‘ Some-one-has-done-me-a-wrong! 
Some-one-has-done-me-a-wrong ! 
Come-and-judge-my-case! 
I’ve-been-wronged! ” 


The judges came quickly, and when they saw the miser’s 
horse nibbling at the vine, they said, ‘“ The dumb beast has 
rung the Bell of Justice, and justice he shall have.” They 
sent for the owner, and when he came they said: “ This 
horse has served you well for many years. He saved your 
life several times. He helped you to make your wealth. So 
we order that one half of your money shall be set aside to 
provide good food, a warm stall, and good pasture for your 
horse the rest of his days.” 

The miser hung his head, grieving to lose his gold. But 
the people shouted for joy at the just sentence, and the king 
laughed aloud: 


“Right well this pleaseth me, 
And this shall make in every Christian clime, 
The Bell of Justice famous for all time.” - 


—Adapted from Longfellow’s “The Sicilian’s Tale,” 
in “Tales of a Wayside Inn.” 


JUNIOR CHURCH SCHOOL LESSONS 103 


EXPRESSIONAL SESSION 
HOW TO SHOW KINDNESS 
I Corinthians 13:4 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


God showed great kindness to David, and David showed 
great kindness to Mephibosheth. We Juniors of to-day 
should learn the lesson of kindness. If we love God, and 
love one another we will be kind. We will be kind to our 
playmates ; we will be kind to animals; we will be kind at 
home and at school and everywhere that we are. Let us 
remember that kindness is one of the greatest and most 
Christian qualities that we can have and let us ask God to 
help us to be kind to all people and to all animals. 


THE CLAss PRAYER 


Our Father in heaven, help us to be kind in every way, at 
every opportunity that comes to us. Let us learn the lesson 
of kindness. We ask in the name of Jesus who showed 
such wonderful kindness to all men. Amen. 


VERSES FOR USE IN THE MEETING 


Soealtee l/min rOverpswmtOrI7Za sks li ci20i um] OGL mal S.* 
Romans 12:10; Ephesians 4: 32; II Peter 1:7. 


Hymns THat May Bs Usep in CONNECTION 
WITH THE MEETING 


“ Let Us with a Gladsome Mind.” 

“1 Live for Those Who Love Me.” 
“Love Thyself Last.” 

“When Thy Heart, with Joy O’erflowing.” 


QuESTIONS FoR UsE IN THE MEETING 


1. How can a Junior be kind to his playmates? 

2. How cana Junior be kind to animals? 

3. Have you ever been unkind to playmates or to 
animals? | 


104 JUNIOR CHURCH SCHOOL LESSONS 


How can you be kind to grown people? 
Is kindness ever shown by politeness ? 
Are you kind if you are not polite? 


ESE 


Topics FOR DISCUSSION OR REPORTS 


Kindness to Others of Our Own Age. 
Kindness to Our Elders. 

Kindness to Animals. 

Kindness to the Helpless. 

God’s Kindness to Us. 


hae ee 


To READ IN THE MEETING 


“ Suppose the little cowslip 
Should hang its golden cup, 
And say, ‘I’m such a tiny flower, 
I’d better not grow up;’ 
How many a weary traveler 
Would miss its fragrant smell! 
How many a little child would grieve 
To lose it from the dell! 
“How many deeds of kindness 
A little child may do, 
Although it has so little strength 
And little wisdom, too! 
It wants a loving spirit, 
Much more than strength, to prove 
How many things a child may do 
For others, by its love.” 





“Have you had a kindness shown? 
assutcon, 
’T was not given for you alone, 
Pass it on.” 


Robert Louis Stevenson, the author, lived for many years 
on one of the Samoan islands. He was very kind to the poor 
and ignorant people who lived there. They wanted to show 
their appreciation of his kindness in some way, and so they 
built a beautiful, long, straight road by which he could travel 
from the sea up to his home in the hills. Stevenson was so 
delighted with their love for him, that he called the road 
“The Road of the Loving Heart.” Can we make our path 


JUNIOR CHURCH SCHOOL LESSONS 105 


through life so straight and beautiful that others call it “ The 
Road of the Loving Heart,” too? 


SoMETHING To Do ‘TH1s WEEK 


Some one has written the following directions for show- 
ing kindness. Can you follow these suggestions this week? 


How to SHow KINDNESs To PLAYMATES 


By helping to put on coats and overshoes. 

By refraining from talebearing when things go wrong 
while at play. 

By letting new children and smaller children share in the 
games. 

By helping the teacher to make shy newcomers feel at 
home. 

By learning to play, and to pass up and down stairs, or 
through rooms and corridors without running into one 
another. 

By sharing candy, cake, and fruit with a playmate before 
tasting it. 

By keeping pleasant, instead of sulking, when one can’t 
have one’s own way. 


How To SHow KINDNEss To ANIMALS 


If you have a dog, pat him kindly and speak to him gently. 

Do not pull the cat’s tail. - 

Feed your pets every day and give them warm beds at 
night. : 

In summer keep pans of water for the birds to drink from 
and bathe in. 

In winter fasten a suet bag to a tree, for their food. Scat- 
ter crumbs for them, 


CELA Teach 
WEEK DAY SESSION 
ABSALOM THE TRAITOR 
II Samuel 14:25, 26; chapter 15 
Tuer Memory VERSE 


* Honor thy father and thy mother, that thy days may be 
long in the land which Jehovah thy God giveth thee.” 
—FExodus 20: 12. 


THE Lesson Story 


King David, like many of the kings of his time, had 
numerous wives. Many of these wives were heathen women 
whom he had married for political reasons. They were 
jealous of one another, and there was a great deal of quar- 
reling among the children of the various families. David’s 
oldest son, Amnon, and his second son, Chileab, were dead. 
The third son was Absalom, a young man of wonderful 
appearance, noted for his good looks and his heavy hair. 
(Read about this, and calculate the weight of his hair. 
If Samuel 14:25, 26.) His’ mother was? Maacahyethe 
daughter of Talmai, the king of Geshur, and Absalom spent 
much time in the court of his grandfather. He was trained 
among the heathen, and soon proved that he was not a good 
son or a follower of the true God. 

Though he was David’s oldest living son, he feared that 
his father would not leave the kingdom to him. He plotted 
to become ruler before his father’s death. He showed him- 
self very clever and unscrupulous in doing this. 

In the first place, he knew that the people liked their kings 
and rulers to come before them with all sorts of pomp and 
ceremony. So he provided himself with chariots and horses, 
and fifty men to ride before him when he appeared in public. 
Then he went each day to the gate of the city, where courts 
were held, and whenever a case came up for judgment, Ab- 
salom would speak to the men involved, and ask questions 
and sympathize with them. Often he would say: “ Oh, how 


106 


JUNIOR CHURCH SCHOOL LESSONS 107 


I wish that I were the judge, and might decide the case in 
your favor! But I am not, so I can do nothing.” He built 
for himself a great monument in Jerusalem. 

And so Absalom won the hearts of many of the people of 
Israel. They turned from David, who was getting to be an 
old man, and thought how fine it would be to have a young, 
handsome king, who would do such wonderful things for 
them. 

At last Absalom thought that the time had come for him 
to carry out his plans. He went to his father, and asked 
permission to go to Hebron, the old capital of David, about 
twenty miles south of Jerusalem. ‘There, he said, he wanted 
to pay a vow which he had made to God. 

But Absalom had really no such purpose in mind. When 
he reached Hebron, he sent messengers through all the land. 
He summoned the people to rebellion against his own father. 
Then he sent for Ahithophel, one of David’s chief coun- 
selors, and persuaded him to join the party. 

David, left in Jerusalem, making plans for the building of 
the Temple, soon heard of what was going on. What should 
he do? He did not have an army ready to fight; he knew 
that Jerusalem was not prepared with supplies for a siege, 
and he wanted to spare the people. Besides, he felt that this 
was part of his punishment for his sin. So, with his trusted 
guards of Pelethites and Cherethites, he left the city, climb- 
ing barefoot up the slopes of the Mount of Olives. 

The priests, Zadok and Abiathar, and the Levites, bring- 
ing the Ark, wanted to go with him, but David sent them 
back to the city, saying that if it was God’s will, he should 
return. Hushai, his friend and counselor, wanted to go with 
him, also, but David sent him, too, back to Jerusalem, in 
order that he might try to defeat the plans of Ahithophel. 

So poor King David, once more an exile, left his capital 
city. He knew that in this way God was punishing him for 
his sin; he waited to see the results, and what God wanted 
him to do. 


THE PEOPLE IN THE LESSON 


ApsALoM. David’s third son. He was born when David 
was king at Hebron. His mother was Maacah, the daughter 
of ‘Talmai, king of Geshur. 


108 JUNIOR CHURCH SCHOOL LESSONS 


AHITHOPHEL. One of David’s wisest counselors. How- 
ever, he proved a traitor, and sided with Absalom. 

Husuatr. Another of David’s advisers. He always re- 
mained true to David. He succeeded in defeating the plans 
of Ahithophel against David. 

Irtar. The commander of six hundred men of David’s 
guard. He was an inhabitant of Gath, in the land of the 
Philistines, but always remained true to David. 

THE PELETHITES AND THE CHERETHITES, Certain mem- 
bers of David’s bodyguard. 

ZADOK AND ABIATHAR. ‘The high priests, of whom there 
were two at this time. 

AHIMAAZ AND JONATHAN. The sons of Zadok and 
Abiathar, who acted as messengers to David from their 
fathers, when he fled from Jerusalem. 


HANDWoRK AND Map WorkK 


Continue your work on your model of Jerusalem, marking 
particularly the Mount of Olives, up which David climbed, 
and the Valley of the Kidron, which separated it from the 
city. 


NotTEBooK WorK 


Tell the story of King David fleeing from Jerusalem, as 
Chapter X of your notebook life of David. 


Memory Work 


As he fled from Jerusalem, David found that although 
Absalom and Ahithophel were traitors, he had many friends 
who helped him. He was grateful for this, and he still felt 
that the Lord was with him. It is thought that it was at 
this time that he spoke the words of Psalm 3. Learn these 
words: 


Jehovah, how are mine adversaries increased ! 
Many are they that rise up against me. 
Many there are that say of my soul, 

There is no help for him in God. 

But thou, O Jehovah, art a shield about me; 
My glory, and the lifter up of my head. 

I cry unto Jehovah with my voice, 

And he answereth me out of his holy hill. 


JUNIOR CHURCH SCHOOL LESSONS 109 


I laid me down and slept; 

I awaked; for Jehovah sustaineth me. 

I will not be afraid of ten thousands of the people 
That have set themselves against me round about. 
Arise, O Jehovah; save me, O my God. 


SUNDAY SESSION 
THE DEFEAT OF ABSALOM 
II Samuel 17:24; 18: 1-6, 9-16, 24, 31-33 
THE MrEMory VERSE 


“Be not deceived; God is not mocked: for whatsoever a 
man soweth, that shall he also reap.”—Galatians 6: 7. 


THE LESSON SToRY 


Swift messengers hurried to Absalom, and told him that 
his father had fled from Jerusalem. Quickly he and his fol- 
lowers entered the city and took possession. Ahithophel ad- 
vised immediate pursuit of the fleeing king. He wanted Ab- 
salom to attack before David had time to rally from his 
surprise and grief at his son’s rebellion. But Hushai, 
secretly David’s friend, advised them to wait until they had 
gathered together a great army, and then to follow the king. 
He thought in his heart that this would give David time to 
get farther away, and also to gather his forces. To Absalom 
Hushai’s advice seemed good. He determined to follow it. 

Hushai went to Abiathar and Zadok, the high priests, who 
also were loyal to David. ‘They sent out their sons, Jon- 
athan and Ahimaaz, to take the word to the old king. These 
two young men, who were swift runners and scouts, were 
discovered by spies of Absalom. However, they escaped 
through the cleverness of a woman, who let them hide in her 
well; over this she spread a covering on which she had 
placed grain, as if to dry. Then, when Absalom’s men came, 
she misdirected them. Chapter 17: 17-21. So David was 
given an opportunity to cross the Jordan. He and all his 
men reached the far side of the river, and took refuge in 
Mahanaim, where they were in safety. 

There David made an accounting of his forces. More and 


110 JUNIOR CHURCH SCHOOL LESSONS 


more men were rallying to him. He divided them into three 
bands, as had so often been done among the Israelites. One 
band was commanded by Joab; the second by Abishai; the 
third by Ittai of Gath—all brave and experienced leaders. 
The people would not allow David himself to go into the 
battle, and so he remained in the city, at the gate, to await 
the outcome. 

To all his leaders, in the hearing of the people, David 
gave one command: { Deal gently for my sake with the 
young man, even with Absalom.” He loved his son, even in 
spite of his rebellion. 

Absalom’s forces were approaching Mahanaim. Although 
they were numerous, they were, in the main, inexperienced 
soldiers. ‘They met David’s experienced troops in the wood 
of Ephraim. ‘There was a great battle, in which twenty 
thousand men were slain, and David’s troops were victorious. 

Absalom was with his soldiers. He was riding a mule, 
which was in those days a sign of leadership. Suddenly he 
found himself surrounded by David’s men. The mule was 
frightened, and started to run. As it passed under a tere- 
binth, or oak tree, Absalom’s long hair, in which he had had 
so much pride, caught in the branches of the tree; the mule 
ran on; and the king’s son was left hanging in the tree by 
his heavy hair. ° | 

One of David’s soldiers saw him there. He knew what 
David had said. He went to General Joab, and told him of 
Absalom’s plight. Joab had no scruples. He felt that Ab- 
salom was a traitor who deserved death, and so he killed him 
immediately. His body was cast into a pit, and covered with 
stones. 

So Absalom the traitor met his fate. He had built for 
himself a great tomb in Jerusalem. He was buried in an 
unknown grave in the woods. He paid the penalty for his 
sins. But although he had been disloyal to his father, David 
mourned for him. He loved his son in spite of his 
wickedness. 

All day the old king had been waiting at the gates of 
Mahanaim, for news of the battle. ‘The watchman on the 
roof suddenly saw a runner. 

“A messenger is coming!” he called out. 

“Tf he be alone, it is good tidings,” said the king. 


JUNIOR CHURCH SCHOOL LESSONS 111 


“There is another runner behind him,’ cried the 
watchman. 

The first runner came. It was Ahimaaz, the son of Zadok. 
He was hurrying to bring the news of the battle. Behind 
him came a Cushite slave, with the news of Absalom’s death. 

And the news of his son’s death grieved the old king more 
than the news of the victory rejoiced him. He forgot the 
defeat of his enemy. He went alone into the chamber over 
the gate, and there expressed his grief for his dead son in 
words which are almost the saddest in the Old Testament: 
“OQ my son Absalom, my son, my son Absalom! would I 
had died for thee, O Absalom, my son, my son! ” 

So David kept his kingdom. Although he had been 
severely punished for his sin, God let him return once more 
to Jerusalem, to rule once more over his people. 


Puttine THE Lesson INTO THE LIFE OF THE CLASS 


The Bible has commanded, “ Honor thy father and thy 
mother, that thy days may be long in the land which Je- 
hovah thy God giveth thee.” Absalom knew the Command- 
ment as well as we know it, and his disobedience brought 
the punishment which God had decreed. We may not be 
tempted to treat our parents as Absalom treated David; but 
let us remember him, if we are ever tempted to be disobe- 
dient and disloyal. 





Treason to our country is a crime. Absalom was guilty 
of this sin as well as of treason to his father. Loyalty to 
our country and obedience to its government please God. 





If we are to be loyal to our country we must be loyal to 
its laws. Loyalty to our school means obedience to its rules. 
Tur Lesson TrutTH IN Your LIFE 

I will try to be loyal in every way to the rules given me 
by those in authority over me. 
E.XPRESSIONAT, ACTIVITY 


Try to be loyal this week and always, in thought, word, 
and deed, to parents, to school, to city, and to country. In 
this way you will be pleasing to God, also. 


112 JUNIOR CHURCH SCHOOL LESSONS 


A PoEM To READ 


Is it so far from thee 
Thou canst no longer see 
In the chamber over the gate 
That old man desolate, 
Weeping and wailing sore 
or his son who is no more? 
O Absalom, my son! 


Somewhere at every hour 
‘The watchman on the tower 
Looks forth, and sees the fleet 
Approach of the hurrying feet 
Of messengers, that bear 
The tidings of despair. 

O Absalom, my son. 

—LONGFELLOW. 


EXPRESSIONAL SESSION 
THE COMMANDMENT WITH A PROMISE 
Exodus 20: 12 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


Absalom was a disobedient son. He tried in very many 
ways to injure his father. He was a traitor. Yet Absalom 
must have known the Fifth Commandment as well as we 
know it, for it had been given by God to Moses at Mount 
Sinai hundreds of years before. But Absalom had had a 
heathen mother; he had spent years in the court of his 
heathen grandfather ; he did not attempt to keep God’s laws. 
And when he broke the law, he was. punished, as God had 
decreed. His days were not long in the land. 

We Juniors of to-day know the law which Absalom broke. 
We can keep it as we should keep it. We can honor our 
fathers and our mothers by respectful obedience to them. 
We can keep the rules which they give to us. Let us ask 
God to help us in this. 


THE Crass PRAYER 


Our Father in heaven, help us to keep the Fifth Com- 
mandment, the first Commandment with a promise. Help 


JUNIOR CHURCH SCHOOL LESSONS 113 


us to do this, we ask in the name of Jesus, who was always 
obedient to those in authority over him in his boyhood in 
Nazareth. Amen. 


VERSES For UsE IN THE MEETING 


Leviticus 19:32; Deuteronomy 5:16; Proverbs 1:8, 9; 
ete 20-225.0: 20, 21 1021132115 205° Matthew 15: 4: 
19:19; Ephesians 6: 1-3; Colossians 3:20; Hebrews 12:9. 


Hymns THAT May Br USED IN CONNECTION 
WITH THE MEETING 


“T Think When I Read That Sweet Story of Old.” 
“T Need Thee Every Hour.” 

“For All the Blessings of the Year.” 

“ Saviour, Teach Me, Day by Day.” 


QuESTIONS For UsE IN THE MEETING 


1. How did Joseph obey the Fifth Commandment, 
although he lived four hundred years before it was given? 
Genesis 45: 9-15. 

2. How did David show that he knew and respected the 
Fifth Commandment? I Samuel 22: 3, 4. 

3. How did Jesus obey it? Luke 2:51. 

4. How can you show your obedience to the Fifth Com- 
mandment ? 

5. Have you ever disobeyed your parents? How do you 
feel when you are disobedient ? 

6. Is it ever right to be disobedient ? 


Topics For Discussion or REPORTS 


1. Bible Stories of Respect and Obedience to Parents. 

2. Bible Stories of Disrespect and Disobedience. I Sam- 
uel 2:12; 8:4, 5; II Kings 2: 23, 24; I Kings 1: 5-10. 

3. Modern, Examples of Obedience. 

4. Honoring the Heavenly Father. 

5. How Juniors Can Obey the Fifth Commandment. 

6. Respect for Our Elders. 


114 JUNIOR CHURCH SCHOOL LESSONS 


To READ IN THE MEETING 


Nothing shows a more noble spirit in a child or young 
person than respect and helpfulness for those who are older. 





“Absalom was a warning; his whole life says, Do not do 
as I did; do not become what I became; do not grow into > 
my character; do not enter into the path which led to my 
destruction.” 


* 





“The old proverb says, ‘The child is father of the man,’ 
and it is equally true that the boy is father of the citizen. 
Wholesome, happy boyhood is the foundation of sound and 
healthy citizenship.” 


SOMETHING To Do Tuts WEEK 


Try to be obedient in every way to your parents, and so 
show respect for them. 

Go on errands that will save steps for mother and father. 

See that the elder members of the family have the most 
comfortable seat in the room, the best place in every way. 


CHAPTER XIII 
WEEK DAY SESSION | 
DAVID MAKES SOLOMON KING 
I Kings 1: 5-10, 15-53 
THe Memory VERSE 


“And thou, Solomon my son, know thou the God of thy 
father, and serve him with a perfect heart and with a will- 
ing mind.”—I Chronicles 28: 9. 


Tue Lesson STORY 


David’s youngest son, born after he began his reign in 
Jerusalem, was Solomon. Solomon had many advantages 
over his half brothers. His mother, Bath-sheba, was a wor- 
shiper of the true God, and he himself was trained by the 
great prophet Nathan. 

As David felt that the end of his life was approaching he 
realized that Solomon was the one of his sons whom God 
wanted to have as his successor on the throne of Israel. 
Nathan and Bath-sheba and many others realized this, too, 
and although it had not been publicly announced that Solo- 
mon was to be David’s successor, this was generally 
understood. 

David was seventy years old. He was very feeble. Solo- 
mon was only about twenty. To another of David’s sons, 
Adonijah, this seemed a good time to seize the throne. 

Adonijah was very much like Absalom in many ways. 
He, too, had had a heathen mother, Haggith. He, too, was 
very handsome, and his father had never corrected him for 
any of his acts. He imitated Absalom in having chariots 
and horsemen to go before him when he went out in public. 
He planned to become king. 

And for some reason many of David’s friends thought 
that this would be a good thing. Even Joab and the priest 


115 


116 JUNIOR CHURCH SCHOOL LESSONS 


Abiathar, who had always been true to David, agreed with 
him. So Adonijah prepared a great sacrificial feast at the 
spring of En-rogel, which lies between the city of Jerusalem 
and the Mount of Olives, and there he planned to have him- 
self proclaimed king. 

In some way this news came to Nathan. He told Bath- 
sheba, and she and Nathan went to David. 

Adonijah and his friends had thought that David was too 
feeble to oppose their. plans. But when he heard the story 
of Nathan and Bath-sheba, he showed that he still had some 
energy. He sent for Zadok, the high priest who was loyal to 
him, and his general Benaiah. He called together his guard 
of Cherethites and Pelethites, and he had his own mule 
brought. (Kings in those days rode upon mules, as a sign 
of their authority.) 

David arranged matters completely. Solomon was to ride 
on the royal mule to Gihon, not more than a quarter of a 
mile from En-rogel, where Adonijah and his friends were 
feasting. ‘There they were to make Solomon king, with all 
suitable rites and ceremonies. 

Zadok took the horn of sacred anointing oil from the 
tabernacle. Quickly the procession gathered. The people 
of Jerusalem followed in great crowds. 

And there, at Gihon, Solomon was anointed king. The 
trumpet was blown as a signal, and the people shouted and 
cheered: “Long live King Solomon! Long live King 
Solomon!” 

Adonijah and his friends were not far away. ‘They heard 
the noise and they stopped eating. 

“What is the meaning of this noise?” asked Joab. 

As he spoke, Jonathan, the son of Abiathar, ran up, and 
told them all that had happened—how Solomon had been 
anointed king at the direction of David; how David had 
blessed him; and how the people had accepted him. 

Silently Adonijah’s friends went their way. Like the 
friends of the Prodigal Son in Jesus’ parable in the New 
Testament, they were friends only in prosperity. As for 
Adonijah, he fled to the altar of God, where he took refuge. 
He was afraid of Solomon. But Solomon, even in the first 
hour of his reign, showed that he was a generous and great 
man, for he sent a message of peace to Adonijah and prom- 


JUNIOR CHURCH SCHOOL LESSONS 117 


ised to be friends with him if he should prove himself 
worthy. 

So Solomon, the youngest son of David, became king. 
His reign was to be one of the greatest and longest in the 
history of Israel. 


HANDWORK 


Continue your work on your model of the city of Jerusa- 
lem, marking especially the place, Gihon, which has been 
identified with the spot which was in New Testament times 
called “The Fountain of the Virgin.” 


NoteBook Work 


As Chapter XI in your notebook life of David, tell the 
story of “ David Chooses His Successor.” 


MrEmory Work 


Learn some of the words which David spoke to Solomon, 
when he told him of his duties as king. I Chronicles 28:9: 
“Know thou the God of thy father, and serve him with a 
perfect heart and with a willing mind; for Jehovah search- 
eth all hearts, and understandeth all the imaginations of the 
thoughts. If thou seek him, he will be found of thee; but 
if thou forsake him, he will cast thee off for ever.” 


SomsE Facts Azout THE Books oF Kincs, From WHICH 
Tuis Lesson Is TAKEN 


1. The two books were originally one. 

2. The period covered by the history is a little more 
than four hundred years, from the time when Solomon was 
made king to the time of the Captivity, and the destruction 
of the Temple by Nebuchadnezzar. 

3. The writer of these books is unknown. 

4. He uses some Fastern books as sources of informa- 
tion. Some of these are named: 

(a) The Book of the Acts of Solomon. I Kings 11: 4-41, 

(b) The Book of the Annals of the Kings of Israel; the 
daily record of events in Israel. Mentioned in I Kings 
14:19, and many other times, 


118 JUNIOR CHURCH SCHOOL WEESSONS 


(c) The Book of the Annals (or Chronicles) of the Kings 
of Judah. Mentioned in I Kings 14:29, and many other 
times. 

5. The date of the writing of the greater part is sup- 
posed to have been about six hundred years before Christ. 

—ADAPTED. 


SUNDAY SESSION 
THE END OF A GREAT LIFE 
I Chronicles, chapters 28, 29 


Tur MEMORY VERSE 


“Thine, O Jehovah, is the greatness, and the power, and 
the glory, and the victory, and the majesty.” 
—I Chronicles 29: 11. 


THE Lesson Story 


After Solomon had been crowned at Gihon, David be- 
came stronger once more. He called Solomon into his pres- 
ence and gave him much wise advice. He instructed him in 
many things and told him his plans for building the Temple. 
Then he called together a great assemblage of people—the 
great men and leaders from all parts of his kingdom. Solo- 
mon had been accepted as king by the people of Jerusalem, 
but David knew that it would be better to have him ac- 
knowledged by the men from the other parts of the kingdom. 

When they had come together in his palace he addressed 
them. He told them that he had made Solomon his suc- 
cessor because this was God’s will. He explained his plans 
about the Temple; he asked for their help. 

Gladly they promised loyalty to the young king and great 
treasures for God’s Temple. On that day there was great 
rejoicing through all Jerusalem. 

David prayed to God in wonderful words, thanking him 
for his great kindness to him. There was a great feast, and 
Solomon was anointed king a second time, and all the people 
acknowledged him. 

Shortly after this David died, in the seventy-first year of 
his age. He had ruled in Israel for forty years—seven 


— 


JUNIOR CHURCH SCHOOL LESSONS 119 


years at Hebron, and thirty-three years at Jerusalem. He 
was buried with the utmost magnificence in a tomb which 
he himself had erected on Mount Zion. His weapons were 
preserved and later put as sacred relics in the Temple. IT 
Kings 11: 10. 

David was a great man and a great king. Although he 
made mistakes in his life as everyone does, he acknowledged 
these sins later and God forgave him. He was a great 
warrior, a great king, a great poet. But his greatest char- 
acteristic was his love of God and his trust in him. And in 
that characteristic we can all try to imitate King David. 


PutTING THE Lesson INTO THE LIFE OF THE CLASS 
We cannot all be kings over a nation as David was, but 
we can be kings over our own lives, and rule ourselves wisely 
and well. 





David forgave his enemies absolutely and completely. So 
can we forgive those who injure us. 





David trusted in God’s promises, and tried to obey him. 
So we should do. 





David’s love for God was his greatest characteristic. 
That was what made him great. If we love God, we, too, 
shall find that we are better and bigger men and women. 


THE Lesson TrutTH IN Your LIFE 


I will try to be great-spirited and forgiving to those who 
harm me; I will love God; I will honor my elders and those 
in authority, as David did. 


E.XPRESSIONAL ACTIVITY 


This week try to follow David’s example in one way, so 
showing that you have learned a lesson from his life. 


THE Toms oF DAvID 


A site called the Tomb of David is still shown. This 
monument stands immediately outside the rotunda of the 


120 JUNIOR CHURCH SCHOOL LESSONS 


Church of the Holy Sepulcher. It is said to show even now 
that it had contained nine bodies deposited in graves be- 
neath the surface of the floor. The kings buried therein 
were David, Solomon, Rehoboam, Ahijah, Jehoshaphat, 
Amaziah, Jotham, Hezekiah, and Josiah. In this sepulcher, 
wherever situated, was buried a mass of treasure, the fate of 
which is detailed by Josephus. When Hyrcanus the high 
priest was besieged in Jerusalem by Antiochus Sidetes, 
133 B.c., he obtained, favorable terms from the enemy by 
promising a large sum of money; and having no funds in 
his treasury, he opened one of the cells of David’s sepulcher, 
and took from it three thousand talents of silver, presenting 
Antiochus with one tenth of the riches thus obtained, which 
secured his retreat. Many years afterwards, Herod the 
Great, being in want of money, and hearing what Hyrcanus 
had done, determined to recruit his resources in the same 
manner. Accordingly, choosing night for his sacreligious 
enterprise, and taking with him only a few of his most trusty 
friends, he entered the sepulcher. His search was rewarded 
by finding, not indeed money, but a prodigious store of gold 
and valuable treasures, all of which he carried away. En- 
deavoring to penetrate further, even to the shrine where lay 
the ashes of David and Solomon, he was stopped, so the 
story goes, by divine interposition, a flame suddenly darting 
forth and consuming the foremost of his attendants. ‘T’o 
atone for this invasion of the sanctities of the tomb, Herod 
erected at its entrance, a magnificant monument of white 
marble.—* David, His Life and Times,” by DEANE, in “ Men 
of the Bible” Series. 


EXPRESSIONAL SESSION 
DAVIDSTA DN ICEL LOsSOLOMON 
I Kings 2: 1-4; I Chronicles 28:9 


SUGGESTIONS FOR THE LEADER’s OpkENING ADDRESS 


Do you remember the words which Moses spoke to Joshua 
when he was about to take the leadership of the Children of 
Israel? “ Be strong and of good courage,” he was told. As 


JUNIORFCHURCH SCHOOL LESSONS 121 


David knew that the end of his life was approaching, he 
said somewhat the same thing to his heir, Solomon, who was 
about to take the leadership of the Jewish people. “ Be thou 
strong . . . and show thyself a man.” 

And the way in which both Joshua and Solomon were to 
keep this strength was to walk in the way of the Lord, and 
keep his commandments. David advised Solomon to serve 
God with a perfect heart and with a willing mind. We, too, 
although we live almost three thousand years later than 
Solomon can please God and serve him in the same way. 
We, too, can be “strong and very courageous ” if we obey 
God’s laws and keep his commandments. Let us ask him to 
help us to do these things. 


THe CLAss PRAYER 


Our Father in heaven, help us to be strong and cour- 
ageous for the right, and to serve thee with perfect hearts 
and with willing minds, as did Jesus, who said, “ Not my 
will, but thine, be done.” We ask in his name. Amen. 


VERSES FoR USE IN THE MEETING 


Joshua 1: 7-9; Psalm 1; Matthew 5:48; Romans 12:2; 
Proverbs 3: 1-4; I Corinthians 16:13; II Corinthians 12:9; 
Ephesians 6:10; James 1: 4. 


Hymns tTHat May BE UseEp IN CONNECTION 
WITH THE MEETING 


* March On, O Soul, with Strength.” 
“Dare to Be Brave.” 
“Fight for the Right, Boys.” 


QUESTIONS FoR UsE IN THE MEETING 


1. Find and read the charge of Moses to Joshua, his suc- 
cessor. Deuteronomy 31: 23. 

2. Find and read David’s last charge to Solomon. 
I Kings 2: 1-4. 

3. Compare these two charges. 
_ 4. Had David learned by experience the wisdom of the 
words which he spoke to Solomon ? 


122 


Ess NS 


JUNIOR CHURCH YS CHOOLSLESSONS 


How did Paul teach this lesson in the New ‘Testament ? 
What is meant by “a perfect heart’? 


Topics FOR DISCUSSION OR REPORTS 


Follow the Advice of Our Elders. 
“A Perfect Heart.” 

“A Willing Mind.” 

Being Strong and Courageous. 


To READ IN THE MEETING 


“ Be strong! 
We are not here to play, to dream, to drift, 
We have hard work to do, and loads to lift. 
Shun not the struggle, face it; ’tis God’s gift.” 


“March on, O soul, with strength! 
Like those strong men of old 
Who ’gainst enthroned wrong 
Stood confident and bold.” 


“You can all be gentlemen, courteous, kind, and true: 
You can have the strength of ten, if the right you'll do. 
Never mind your feelings much, never mind the past; 
Do the thing that’s square to-day, first and last. 


“Don’t be dreaming all the day; do the thing that’s there, 
Brace your spirit for the fray: gallant be, and fair: 
Never mind a knock or two, never mind a throw, 

Get up on your feet again, and forward go. 


“Fight for the right, boys, that’s the thing to do, 
Fight with your might, boys, plucky through and through. 
Never mind your moods, boys, only grit will win; 
Square your shoulders, set your jaw, and march right in.” 


SoMETHING To Do Tuts WEEK 


Try to take your parents’ advice. | 
Try to profit by the experience of your elders. 





Se Meee of lo as 


ae ——— 


CHAPTER REX LV 
WEEK DAY SESSION 
SOLOMON’S WISE CHOICE 
I Kings 3: 1-15 
Tot Memory VERSE 


“The fear of Jehovah is the beginning of wisdom.” 
—Proverbs 9: 10. 


Tur Lesson STorY 


David, the great king of Israel, was dead, and his son 
Solomon reigned in his place. Solomon was very young to 
be a king, for he was only about twenty years old at the 
time of his father’s death. He must have felt the responsi- 
bilities of his position greatly. 

There were certain matters which had to be settled in the 
kingdom, and then Solomon planned a great sacrifice to God 
at Gibeon (five and one-half miles northwest of Jerusalem) 
where the tabernacle had been left when David removed the 
Ark to Jerusalem. | 

Solomon sent messengers to all the people of Israel, to the 
captains and the judges, and many people came together 
once more to worship the true God. 

At Gibeon, was the brazen altar which had been made in 
the wilderness, and there, with great ceremony, Solomon 
offered to God a thousand burnt offerings as a sign of his 
trust in him. It must have been a wonderful sight—the 
young king in his robes of state; the great, brazen altar of 
sacrifice; the tabernacle made so many years before; and 
thousands of the people of Israel gathered round to watch 
the ceremonies and to share in them. 

God was pleased with the sacrifice. That night when 
Solomon was asleep God appeared to him and asked him to 
choose what he wanted God to give him. Can you imagine 


123 


124 JUNIOR CHURCH SCHOOL LESSONS 


anything more wonderful than that? Solomon must have 
wondered what it would be wisest to ask for. Perhaps he 
thought of riches, or long life, or victory over his enemies, 
but in the midst of the pomp and ceremony of the day he 
must have felt humble. So in answer to God’s question, he 
said that he was only a little child—that is, he was very 
young to be a king. He felt that the problems of ruling the 
people of Israel would be very great. He asked God to be 
with him as he had been with David, and to give to him 
wisdom and understanding in ruling the people. 

God was pleased with Solomon’s choice. He promised to 
give to the young king that for which he asked, and in ad- 
dition said that he should have riches and honor. There 
should be no other king like him. 

Then God added the promise that if Solomon would keep 
his laws, as David had done, the gift of a long life, too, 
should be given to him 

When Solomon woke, he knew that he had dreamed this 
vision. But he knew, too, that the dream had come from 
God, who had really promised him all these things. 

After this Solomon returned to Jerusalem. And there, 
before the Ark of the Covenant in thanksgiving to God for 
his promise to him, he again offered burnt offerings and 
peace offerings, and made a great feast for his servants and 
attendants. 


How Gop’s ProMisks WERE FULFILLED 


“ And Solomon ruled over all the kingdoms from the River 
unto the land of the Philistines, and unto the border of 
Egypt: they brought tribute, and served Solomon all the days 
of his life. And Solomon’s provision for one day was 
thirty measures of fine flour, and threescore measures of 
meal, ten fat oxen, and twenty oxen out of the pastures, and 
a hundred sheep, besides harts, and gazelles, and roebucks, 
and fatted fowl. For he had dominion over all the region 
on this side the River, from Tiphsah even to Gaza, over all 
the kings on this side the River: and he had peace on all 
sides round about him. And Judah and Israel dwelt safely, 
every man under his vine and under his fig-tree, from Dan 
even to Beersheba, all the days of Solomon. And Solomon 





JUNIOR CHURCH SCHOOL LESSONS 125 


had forty thousand stalls of horses for his chariots, and 
twelve thousand horsemen. And those officers provided 
victuals for king Solomon, and for all that came unto king 
Solomon’s table, every man in his month; they let nothing 
be lacking. Barley also and straw for the horses and swift 
steeds brought they unto the place where the officers were, 
~ every man according to his charge. 

“ And God gave Solomon wisdom and understanding ex- 
ceeding much, and largeness of heart, even as the sand that 
is on the sea-shore. And Solomon’s wisdom excelled the 
wisdom of all the children of the east, and all the wisdom of 
Egypt. For he was wiser than all men; than Ethan the 
Ezrahite, and Heman, and Calcol, and Darda, the sons of 
Mahol: and his fame was in all the nations round about. 

‘‘And he spake three thousand proverbs; and his songs 
were a thousand and five. And he spake of trees, from the 
cedar that is in Lebanon even unto the hyssop that springeth 
out of the wall: he spake also of beasts, and of birds, and of 
creeping things, and of fishes. And there came of all peoples 
to hear the wisdom of Solomon, from all kings of the earth, 
who had heard of his wisdom.”—I Kings 4: 21-34. 


How ‘To Get TrRuE WIspoM 


One night some one overheard President Lincoln pray- 
ing. Lincoln was on his knees before an open Bible, 
and these were the words of his prayer: “ O thou God that 
heard Solomon in the night, when he prayed for wisdom, 
hear me. I cannot lead this people, I cannot guide the 
affairs of this nation, without thy help. 1 am poor and weak 
and sinful. O God, who didst hear Solomon when he cried 
for wisdom, hear me and save this nation.” 


HANDWORK 


You remember how David had planned to build a Temple 
where God might be worshiped, and how he had provided 
many treasures to be used in this building. During our next 
lesson we are to study about the Temple which Solomon 
built, and to try to make a model of it. For your handwork 
this week look over and put in order the articles which you 


126 JUNIOR* CHURCH SCHOOL LESSONS 


made as furnishings for the tabernacle in the wilderness— 
the Ark of the Covenant, the seven-branched candlestick, 
the brazen altar, and so on. You will need these in connec- 
tion with the Temple. 


Map Work 


Study thoroughly your plan of Jerusalem, to find out in 
what part of the city the Temple was to be built. 


NotEeEBooK WorkK 


Begin a new page of your notebook with “The Story of 
Solomon.” Then write in your own words an account of 
the beginning of his reign. 


Memory Work 


In I Kings 4:32, we are told that Solomon wrote three 
thousand proverbs and a thousand and five songs. Of these 
songs only two which are said to be by Solomon are found in 
the book of Psalms. ‘These are Psalm 127 and Psalm 72. 
Learn the first part of Psalm 72, and also the last verses. 
Verses 1-4, 18, 19. 


Give the king thy judgments, O God, 

And thy righteousness unto the king’s son. 

He will judge thy people with righteousness, 
And thy poor with justice. 

The mountains shall bring peace to the people, 
And the hills, in righteousness. 

He will judge the poor of the people, 

He will save the children of the needy, 

And will break in pieces the oppressor. 


Blessed be Jehovah God, the God of Israel, 
Who only doeth wondrous things: 

And blessed be his glorious name for ever; 

And let the whole earth be filled with his glory. 
Amen, and Amen. 





JUNIOR CHURCH SCHOOL LESSONS 127 


SUNDAY SESSION 
THE WISDOM OF SOLOMON 
Proverbs 4: 5-9 


Tur MrEMorRY VERSE 


“Wisdom is the principal thing ; therefore get wisdom ; 
Yea, with all thy getting get understanding.” 
—Proverbs 4:7. 


Tuer LEsson Story 


God promised to Solomon the gift of wisdom, and he gave 
this quality to the young king in such large measure that he 
was known in his own day as the wisest man, and even now, 
almost three thousand years later, he is spoken of in the 
same way. 

“Wisdom,” in the days of Solomon, however, meant 
something a little different from what we mean when we 
use the word. 

1. In the first place, in the case of Solomon, it meant 
good judgment and understanding in ruling over his people. 
Solomon asked God particularly for ability to rule well, and 
this God gave him in great measure. 

2. In the second place, it meant largeness of heart. Solo- 
mon saw the way in which his acts would affect the future. 
He did not decide questions selfishly, in a small way, but 
generously, from a broad point of view. 

3. The third meaning of the word was ability to interpret 
hard questions and riddles. This ability was, and is, much 
prized among the people of the East. They like to ask one 
another questions which it is difficult to answer, and which 
require a quick wit. Don’t you, yourself, like riddles? See 
if you can answer this riddle of King Solomon’s time. 
What four things which are upon the earth are little but 
exceeding wise? You will find the answer in Proverbs 
30: 24-28. It is said that King Solomon and King Hiram 
of Tyre spent much time in asking each other questions of 
this sort. 

4. Science. Solomon was one of the earliest scientists 
of whom we have any record. He knew botany, for he 
knew about plants and trees, I Kings 4: 33; he was a student 


128 JUNIOR CHURCH SCHOOL LESSONS 


of natural history, for “ he spake also of beasts, and of birds, 
and of creeping things, and of fishes.” 

God’s gift made Solomon so wise that men and women 
from all parts of the ancient world came to him, to learn 
from him. And so he began his reign wisely and well, in a 
Bey that pleased God, and made his name famous every- 
where. 


PuTtine THE Lesson INTo THE LIFE OF THE CLASS 


Solomon was only a young man when he chose wisdom 
as the gift which he wanted God to give him. Although 
you are only a Junior, it is possible for you, too, to choose 
to be wise, to serve God, to do his will. 





God gave to Solomon wisdom and an understanding heart 
in ruling his people. He will give to you strength to rule 
your own heart if you will ask him. 





God gave to Solomon “ largeness of heart.” He will help 
you to be a “ Mr. Great-heart,” too, if you will be generous 
in all your dealings, trying never to be mean or small- 
spirited. 





Solomon was quick in answering riddles and hard ques- 
tions. ‘That does not seem to us nowadays a great part of 
“wisdom,” but it was a part of the wisdom of his time. 
Perhaps you have a quick wit; but be sure that your quick 
wit is not joined to a sharp tongue, which will hurt the feel- 
ings of other people. 





Solomon was a scholar and a student. He must have 
learned well the lessons of his boyhood days. If you make 
the choice to learn well your school lessons, you will find 
that many things which seem useless to you now, will prove 
profitable when you are older. 





Choose the right when you are young, and you will find 
that you have been wise. 


a ee 


JUNIOR CHURCH SCHOOL LESSONS | 129 


Tue Lkésson TrutTH IN Your LIFE 


First of all choose the path of wisdom. Choose to serve 
God and to be his follower. 


EXPRESSIONAL ACTIVITY 


If the opportunity comes this week to make a choice, con- 
sider carefully what is right and what is wrong, and choose 
the right, definitely. Choose to study your lessons thor- 
oughly. Choose to do your work well. Choose to be obe- 
dient and thoughtful of others. 


‘THE GIFT 


“What shall I give her, O mother mild, 
Ask what thou wilt for thy little child. 
Shall I kiss her brow that her eyes may shine 
With a beauty that men will call divine? 
Shall I touch her lips that they may flow 
With songs the sweetest the world may know?” 
“Nay,” said the mother, “that will not stay: 
Songs are forgotten and hair turns gray.” 


“But what shall I give her?” he said again; 
“ Ask, and thou shalt not ask in vain.” 
And the mother lifted her eyes above: 
“Give her purity, truth and love.” 
And the Christ-child turned to her soft and mild: 
“Thou hast chosen the best for thy little child. 
Be not afraid, though life be sore 
I shall be with her evermore.” 


EXPRESSIONAL SESSION 
CHOOSENGELHE Bio p 
Joshua 24: 15-26 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


Solomon made a wise choice when he chose wisdom and 
an understanding heart as the gifts which he asked God to 
give him. Joshua and the people of Israel made a wise 
choice when they determined to serve God, in the days when 
the Children of Israel were settling in the Promised Land. 


130 JUNIOR CHURCH SCHOOL LESSONS 


And we Juniors of to-day will make the very wisest and best 
choice of all if we, too, decide to serve the Lord and to 
choose as our Leader, Jesus, the Son of God, who came into 
the world to show to us the path of righteousness, and to die 
for us. 

We are only Juniors, yet. There are two paths before us, 
the right path and the wrong path. Sometimes the wrong 
path seems broad and easy ; but in the end it will be hard and 
difficult. The right path, where we follow Christ, will per- 
haps seem hard at first, but it will grow easier as it goes on. 
Let us ask God’s help in our choice to follow Christ as our 
Leader to the best that we can reach in this life and in 
heaven. 


Tuer Criass PRAYER 


Our Father in heaven, help us in our choice to do the 
right and to follow Jesus as our Leader. We ask in his 
name. Amen. 


VERSES FoR USE IN THE MEETING 


Psalm 111:10; Proverbs 2:2-5; Jeremiah 9:23, 24; 
I Corinthians 1:30; II Timothy 2:7; James 1:5; Matthew 
LOM 6-225 


Hymuns tuat May Br USED IN CONNECTION 
WITH THE MEETING 


“Who Is on the Lord’s Side?” 
“Give Thy Youth to God.” 
“Who Will My Disciple Be? ” 


QUESTIONS FoR USE IN THE MEETING 


1. What made Eve’s choice wrong? 

2. Why was Lot’s choice wrong ? 

3. What can you tell about Moses’ choice to serve God? 
Hebrews 11: 24, 25. 

4. How did Saul choose the wrong? 

5. How did Solomon make a wise choice at the beginning 
of his reign? 

6. How does a Junior choose the right or the wrong? 


‘ 
. 


JUNIOR CHURCH SCHOOL LESSONS 131 


7. Have I made a choice this week for the right or the 
wrong? 


Topics For DIscussION OR REPORTS 


Bible Choices for Right or Wrong. 

The Everyday Choices Which a Junior Makes. 
Choosing Our Life Work. 

Deciding Between Right and Wrong. 

The Best Choice of All. 


a ae 


To READ IN THE MEETING 


What you choose is a great test of yourself. 





“Once to every man and nation comes the moment to decide, 
In the strife of truth with falsehood, for the good or evil side. 


39 





“T will be learning, day by day, the lessons 
My heavenly Father gives me in his Word; 
I would be quick to hear his lightest whisper, 
And prompt and glad to.do the things I’ve heard.” 





Look out for choices; they run into habit, character, destiny. 
—Marrsiz D, Bascock. 





_Teach me, in the path I shall walk in, always to do the thing that 
pleases not me but thee—The prayer given to Dr. Grenfell by his 
mother. 





If God says to us in the bright promise of youth, “ Ask 
what I shall give thee,” let us make the best choice, and 
answer: “ Give me grace to know thy Son, the Christ, and 
to grow like him”; for that is the true wisdom which leads 
to eternal life, and that is the true royalty which brings do- 
minion over self, and that is the true happiness which flows 
unsought from fellowship with the divine life—Dr. Henry 
van Dyke, in “ Sermons to Men.” 


Choice and service—in these are the whole of life. 
—-MarkK HopKINs. 


Choose well; your choice is brief but endless. 
—GOETHE. 


162e) JUNIOR CHURCH SCHOOL LESSONS 


SoMETHING TO Do THis WEEK 


Write down this week as many reasons as you can think 
of why you should choose to serve God. Write down, also, 
as many reasons as you can think of why you should not 
serve him. Do this honestly, and then try to answer os 
reasons that you have put in your second list. 


naan EE MINN 





CHAPTER XV 
WEEK DAY SESSION 
SOLOMON BUILDS THE TEMPLE 
L Kings oe litosouce 
THe Memory VERSE 


“ Behold, I am about to build a house for the name of 
Jehovah my God, to dedicate it to him.” 
. —II Chronicles 2: 4. 


THE LESSON STORY 


David, you remember, had wanted to build a Temple in 
which God might be worshiped, but God himself, through 
the Prophet Nathan, had forbidden this because David had 
been “a man of war.” God had promised David, however, 
that his son should build the house of God, and David had 
spent many years of his life in collecting materials which 
might be used in the Temple, and in making plans for it. 
All these things he gave to his son Solomon and just before 
his death he called an assemblage of the chief men of Israel, 
to ask their loyalty to the young king, and to tell them of the 
task that he wanted Solomon to do. 

One of Solomon’s first acts was to set to work to carry out 
his father’s plans. He showed his wisdom in the way in 
which he undertook this work. He renewed the friendship 
which his father, David, had had with King Hiram of Tyre. 
He knew that the Phoenicians, who were King Hiram’s sub- 
jects, were skillful workers in all sorts of metals, and that 
on the mountains of King Hiram’s land grew the wonderful 
cedars of Lebanon, which he needed in his building. He 
wrote to Hiram, and asked to exchange food and cities for 
these things, and Hiram agreed to send both workmen and 
materials. 

David, perhaps you remember, had bought from Araunah 
the Jebusite, a piece of land which was called “a threshing- 


133 


134 7 JUNIOR CHURCH SCHOOL LESSONS 


floor.” It was a flat surface on the hill at the eastern side 
of the city, called Mount Moriah, where, it is believed, Abra- 
ham brought Isaac to be sacrificed, so many years before this 
time. Genesis 22:1-3. Here, you remember, David had 
built an altar to God, and it was here that the Temple was to 
be built. 

The top of Mount Moriah had to be leveled off, and hol- 
lows had to be filled up, until there was a great, even space, 
five hundred paces each way. Ezekiel 42:15-20; 45:2. 
Some of the stones used in this filling in are more than thirty 
feet long and seven feet high, so you can imagine how much 














@42scaapane 
teeeaasace y 





work it must have been to quarry them and to prepare them. 
And all this work was done at a distance from Jerusalem, 
so that when the stones were brought they just fitted into 
place, and there was not a sound of chisel or hammer as 
they were silently and reverently put into position. 

The general plan of the Temple was very much like that 
of the tabernacle. ‘There was a great outside colonnade, on 
the eastern side. This opened on a court, surrounded by.a 
wall partly of stone and partly of cedar. Here were planted 
trees—the cedar, the palm, the olive. Psalm 52:8; 
92:12, 13. Within this was a smaller court in which was 
an altar. The altar was like a square chest of wood, cov- 
ered with brass, and mounted by steps. On the top was a 


an a 


bo 


Se ie ip ie ae 


. es ae 


JUNIOR CHURCH SCHOOL LESSONS 135 


brass grating where was built the fire on which the sacrifice 
was roasted. In addition to the altar this inner court con- 
tained the laver, or “‘ brazen sea,” which held the water used 
in connection with the sacrifices. Round about this court 
were rooms for the priests, and for other people of rank. 

In the court was the main building of the Temple. It was 
sixty cubits (ninety feet) long, from east to west, twenty 
cubits (thirty feet) wide, and thirty cubits (forty-five feet) 
high, exactly twice the dimensions of the ancient tabernacle. 
In front of this main building was a porch, with two great 
brass pillars, called Boaz and Jachin. The gates of the 
porch were usually open, and within it were hung the shields 
and spears that had been used in David’s army, and the 


Lele (eke welt bel OC] MLM) ers 
30 FT 


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sword of Goliath, which had been preserved in the taber- 
nacle, I Samuel 17: 54; 21:9. 

Back of the porch was the Holy Place, which was entered 
by a pair of great, folding doors made of cypress wood. 
This room was lighted by ten seven-branched candlesticks, 
set on golden tables, five on each side. Here stood the 
golden altar of incense and the golden table on which was 
placed the daily offering of shewbread. The walls were of 
cedar wood, overlaid with gold, and were decorated by the 
Phoenician workmen. 

Back of the Holy Place was the Holy of Holies, a cubical 
room thirty feet each way. There was the most sacred part 
of the Temple, for it was there that God showed his glory. 

All around the main building of the Temple there were 


136 JUNIOR CHURCH SCHOOL LESSONS 


storerooms. ‘These were built in three stories, and the rooms 
in the upper story were reached by a spiral staircase. 

These are the main points about the construction of the 
Temple of Solomon. Look carefully at your pictures of 
the building, and see how much of the description fits in with 
the pictures. 


HANDWORK 


Continue your wor on your model of Solomon’s Temple, 
as your teacher will direct you to do. 


NotEeBooK WorkK 


Draw the plan of the Temple of Solomon in your note- 
book, and write a description of it as it seems to you that it 
must have looked. Calculate the time that it took to build 
the Temple. From I Kings 6:1, 37, you can tell when it 
was begun, and in verse 38, you can find when it was fin- 
ished. Look at your table of months, so that you can tell 
about these. 


MEmMory Work 


Reginald Heber, one of the greatest hymn writers that the 
world has ever known, the author of the hymn, “ Holy, 
Holy, Holy,” and also of “ From Greenland’s Icy Moun- 
tains,’ was so impressed by the fact that the building of the 
Temple was carried on in absolute silence that he wrote the 
following lines about it: 


When Tiber slept beneath the cypress gloom, 

And silence held the lonely woods of Rome; 

Or ere to Greece the builders skill was known, 

Or the light chisel brushed the Parian stone; 

Yet here fair science nursed her infant fire, 

Fanned by the artist aid of friendly Tyre. 

Then towered the palace, then in awful state 

The Temple reared its everlasting gate. 

No workman’s steel, no ponderous axes rung; 

Like some tall palm the noiseless fabric sprung. 

Majestic silence!—then the harp awoke, 

The cymbal clanged, the deep-voiced trumpet spoke; 

And Salem spread her suppliant arms abroad, 

Viewed the descending flame, and blessed the present God. 
—ReEcINALD HeseEr, in “ Palestine.” 





JUNIOR CHURCH SCHOOL LESSONS 137 


SUNDAY SESSION 
SPER CTO Yar) ae ELST Ee 
I Kings 6: 23-36; 8: 6-11 
THE Memory VERSE 


“The glory of Jehovah hath filled the house of Jehovah.” 
—I Kings 8: 11b. 


TE Lesson S'rory 


The most sacred part of the Temple was the Holy of 
Holies, or the Most Holy Place, the little cube-shaped room, 
thirty feet each way, where the Ark of the Covenant was 
kept, and where God spoke to his people. 

The Holy of Holies contained two great, golden cherubim, 
whose outstretched wings, each five cubits long, extended en- 
tirely across the room. These cherubim faced inward, and 
beneath their wings the Ark was placed. The walls of the 
entire room were overlaid with pure gold, weighing six 
hundred talents. II Chronicles 3:8. The Holy of Holies 
was in complete darkness, except when, once a year, on the 
Day of Atonement, the curtan covering the door leading to 
the Holy Place was opened to admit the high priest who 
offered sacrifice to God. 

The most sacred possession of the Jewish race, the Ark , 
of the Covenant, which had been made in the wilderness, 
was the only article in the Holy of Holies. In it were the 
two tables of stone upon which were inscribed the Ten Com- 
mandments. In the little room there was no statue or image 
of God such as the heathen would have had in a sacred 
shrine, for this was forbidden in the Second Commandment. 

The Temple, and particularly the Holy of Holies, are 
called “ God’s house,” just as we to-day call the church 
“ God’s house,” but even in the days of Solomon, the people 
did not think that God actually dwelt in the Temple. Solo- 
mon says in his prayer of dedication: “ Will God in very 
deed dwell on earth? behold, heaven and the heaven of 
heavens cannot contain thee; how much less the house that 
I have builded!” But, in the worship of the Temple, the 
Jewish people came close to God in their services of sacrifice 


138 JUNIOR CHURCH SCHOOL LESSONS 


and prayer and praise; they felt that he was with them there, 
as they worshiped him. 


Puttine tHe Lesson Into THE LIFE oF THE CLASS 


Jesus taught that “ God is a Spirit.” He is with us to-day, 
just as he was with the people of Israel so many hundreds 
of years ago. 





% 


Our church is God’s house, just as the Temple was. We 
worship and praise him there, just as the Jews worshiped 
and praised him in the Temple in Jerusalem. 





We do not worship God with the same ceremonies as those 
of the Jews, but we can worship him with all our hearts, and 
souls, and minds, and love him as truly as they did. And 
we have had greater proof of his love, too, than had the 
Jews of Solomon’s time, for he has shown to us that love in 
sending to us his only Son, Jesus Christ, that we might have 
eternal life. 


THE LEsson [RUTH IN Your LIFE 


God does not dwell in the midst of the thick darkness of 
the Holy of Holies. He is everywhere, watching our work 
and play, and sharing with us all that happens to us. 


EXPRESSIONAL ACTIVITY 


Do something to make your church building or grounds 
more attractive. You will find some suggestions at the end 
of the Expressional Session. 


Ir You Hap Livep In JERUSALEM THREE ‘THOUSAND 
YEARS AGO 


Reverently Reuben climbed the way which led to the 
Temple hill. It was the first time that he had been in Jeru- 
salem since the dedication of the great Temple which King 
Solomon had built, and in which he felt that he, too, had 


a 


JUNIOR CHURCH SCHOOL LESSONS 139 


had a part—for had he not helped the Phoenician workmen, 
under the master workman, Huram, who had come from 
Tyre to direct the work in metal which was used in the 
Temple? Close to his home, in the Jordan Valley, near 
Succoth, this had been done. There had been cast and 
molded and polished many of the ornaments and vessels 
used in the Temple—the two great pillars, and the great 
brazen sea, or laver, and the pots, and the shovels, and the 
basins. ‘Then, too, he had watched the men who were quar- 
rying the great stones used in the building. How skillfully 
they had been chiseled and shaped, so that when they were 
set up in the Temple, there was not a sound! 

He reached the top of the hill, and passed among the 
homes of the Levites who lived near the Temple. Then he 
entered one of the gateways into the outer court, with its 
groves of olive trees and palms, cedars and cypresses. 
Crowds of people gathered there, and he joined them. Up 
a few steps he could see into the inner court where the 
priests were sacrificing on the great brazen altar. Near this 
was the laver, containing the water which the priests used 
in the sacrifices—a great, brass bowl, forty-five feet in diam- 
eter, resting on the backs of twelve brass oxen. From this, 
the water needed in the sacrifices was taken in brass caul- 
drons on wheels. 

The porch of the main building of the Temple was 
adorned by two tall pillars, called Boaz and Jachin, eighteen 
feet in circumference, which were wonderful works of art. 
They were of fluted bronze, and the tops were carved with 
lotus blossoms and pomegranates. Reuben felt that he had 
had a share in these great pillars, for he had watched as 
they were made under the direction of his Phcenician master, 
and he knew each beautiful figure on their surface. 

He was not allowed to go farther into the Temple. Only 
the priests and the Levites were permitted to pass through 
the door of cypress wood and gold which led to the Holy 
Place. But he had seen enough. Now he could return home, 
satisfied and happy that the house of God, the place where 
his honor dwelt, was a fitting place of worship for the God 
of the whole earth. 


140 JUNIOR. CHURCH SCHOOL EESSONS 


EXPRESSIONAL SESSION 
THE HOUSE OF GOD—OUR CHURCH 
PsalinetZ22 


SUGGESTIONS. FOR THE: LEADER’S OPENING ADDRESS 


Solomon’s ‘Temple was the first real church building which 
was built for God. And Solomon tried to make it the best 
and the most beautiful that it was possible for it to be. 
Nowadays we have many church buildings, instead of one 
Temple. But we, too, should try to make them as beautiful 
as possible, and have in them the very best furnishings that 
we can have, so that we, too, may in this way show honor 
to God. We should be careful of everything in the church 
building, knowing that it is dedicated to God. Jesus taught 
the people of his day to show respect for God’s house when 
he drove out the money changers from the Temple. We, 
too, should try in every way to show our respect and rever- 
ence for God’s house. Let us ask God’s help in doing this. 


THe CrLass PRAYER 


Our Father in heaven, help us to learn the lesson of car- 
ing for thy house and for the things in it which are given 
to thy service. We ask in the name of Jesus, who taught 
his followers the lesson of reverence for God’s house. Amen. 


Versks For UsE IN THE MEETING 


Psalms 11:4; 23:6; 24: 3-5; 27:4; 84; 122:1; Matthew 
21:12, 13; Luke 1: 76-79; 19: 46. 


Hymns THAT May Bk Used In CoNNECTION 
WITH THE MEETING 


“T Love Thy Kingdom, Lord.” 
“To Thy Temple I Repair.” 
“hintersintopil is Gatesus 

“The Sabbath Bells Are Ringing.” 


} 
; 
4 





JUNIOR CHURCH SCHOOL LESSONS 141 


QUESTIONS FoR USE IN THE MEETING 


1. Where had God been worshiped before the Temple 
was built? 

2. Where had he been worshiped before the tabernacle 
had been built ? 

3. Why do we have many church buildings instead of 
one Temple? 

4. What can you do to show reverence and respect for 
God’s house? 

5. Is there anything that you can do to make it more 
beautiful ? 

6. Is there anything that you can do to help to take care 
of it? 


Topics FoR DiscussION oR REPORTS 


How There Came to Be Churches. 

The Synagogues of the Jews. 

Caring for God’s House. 

Jesus and the Money Changers. 

How Juniors Can Show Reverence for God’s House. 
Beautiful Churches of Modern Times. 


ON ea 


To READ IN THE MEETING 


“ Whosoever thou art that enterest 
This church, 
Remember it is the house of God: 
Be reverent, be silent, be thoughtful; 
And leave it not without a prayer 
To God, 
For thyself, for those who minister, 
And for those who worship here.” 





Saint Paul’s Cathedral is nothing but a glorified quarry 
if Christ be out of it, and any old gypsy tent is a cathedral 
when Christ is in it: Christ makes the temple—Gypsy 
Smit’ 








“When Sir Christopher Wren was constructing Saint 
Paul’s Cathedral in London he had notices posted about 


142 JUNIOR CHURCH SCHOOL LESSONS 


the building that any workman heard taking the name of 
God in vain would be instantly dismissed. Are we as care- 
ful to keep sacred our temples of God?” 


SoMETHING To Do TH1Is WEEK 


If there is any building or repair work to be done in your 
church, plan to raise some of the money needed in doing this. 

Help to keep the church grounds neat. 

Bring new pupils to Sunday school, and so help to build 
up the church, 





CHAPTER XVI 
WEEK DAY SESSION 
THE TEMPLE DEDICATED 
Pelinecs/iols toroceee 
THE MrEMorY VERSE 


“ Ascribe unto Jehovah the glory due unto his name: 
Bring an offering, and come into his courts. 
Oh worship Jehovah in the beauty of holiness.” 
—Psalm 96:8, 9 (Margin). 


Tue Lesson STorY 


For seven years the work on the great Temple of Solomon 
continued. At last, in November of the eleventh year of 
Solomon’s reign, it was completed, but it was not until the 
month of October (Ethanim, or Tisri), of the next year, that 
all things were ready for the great ceremony of dedication. 

Solomon sent messengers through all his territories, and 
iromsevery, part of (the land; )~ unto the entrance, of 
Hamath,” on the north, “ unto the brook of Egypt,” on the 
south, they hurried to Jerusalem—for who that could pos- 
sibly be there would miss such a great and wonderful 
ceremony ? 

David, you remember, had brought the Ark of the Cov- 
enant to Jerualem, but the old tabernacle, made in the wilder- 
ness, had been left at Gibeon. This was brought to the 
Temple by a solemn procession of priests and Levites. But 
this procession could not be compared in splendor to the 
procession of priests and princes and chief men who brought 
the Ark from the tabernacle where David had placed it on 
Mount Zion, to the room in Solomon’s Temple where it was 
to remain for almost four hundred years. 

Reverently the Levites must have lifted the little chest, 


143 


144 JUNIOR CHURCH SCHOOL LESSONS 


and carried it through the streets of Jerusalem, up the hill 
to the Temple. Again there were many sacrifices along the 
way, as there had been when David had brought the Ark to 
Jerusalem. The people, crowding in the courts, watched the 
Levites as they reverently passed through their midst, into 
the Holy Place, where they were not allowed to go. Then 
the Levites placed the Ark in the Holy of Holies, under the 
outstretched wings of the great cherubim. The staves by 
which it had been lifted were drawn out, as a sign that the 
Ark had reached a resting place; and the Levites, reverently 
dropping the curtain, withdrew, into the Holy Place. 

At this moment, a hundred and twenty trumpeters, all 
priests, robed in white, gave a signaling blast, and then there 
was a mighty outburst of music. Cymbals and psalteries and 
harps sounded together. Innumerable voices joined, and 
sang a mighty song of praise: “Oh give thanks unto Je- 
hovah; for he is good; for his lovingkindness endureth for 
ever.” 

And then, just as the sound of the instruments and of the 
voices mingled until it seemed like one great voice, there 
happened the most wonderful thing of all that wonderful 
day, for the glory of the Lord filled his house, so that even 
the priests and the Levites were unable to continue the 
service. God showed in this way his approval of the house 
which had been built for him, and his acceptance of it. He 
was pleased with the gift of his people, for in it they showed 
true love for him, and for his laws. 


HANDWORK 


Complete your work on the Temple model. Make some 
of the musical instruments used in the ceremony of dedica- 
tion. You can use the pictures given on pages 21 and 83, as 
cuides. The frames of the psalteries were made of sweet- 
smelling, reddish sandal wood. Color them so as to show 
this. 


NotTEBooK WorkK 


Write in your notebook the story of the first part of the 
dedication of the Temple. Practice drawing the Temple 
plan, until you can draw it from memory. 








IMAGINARY RECONSTRUCTION OF THE INTERIOR OF SOLOMON’S 
TEMPLE 




















JUNIOR CHURCH SCHOOL LESSONS 145 


MrEmory Work 


Learn the first three verses of Psalm 136, which was 
chanted at the time of the dedication of the Temple. 


Oh give thanks unto Jehovah; for he is good; 

For his lovingkindness endureth for ever. 
Oh give thanks unto the God of gods; 

For his lovingkindness endureth for ever. 
Oh give thanks unto the Lord of lords; 

For his lovingkindness endureth for ever. 


SUNDAY SESSION 
THE PRAYER OF SOLOMON 
II Chronicles 6: 12-21; 7: 1-3 
THe Memory VERSE 


“ Jehovah, I love the habitation of thy house, 
And the place where thy glory dwelleth.” 
—Psalm 26:8. 


Tue LkEsson STORY 


In preparation for the ceremony of dedication, Solomon 
had erected in the middle of the inner court, a great, brazen 
scaffold which could be seen, above the low partition wall, 
in the outer court. As the Ark was placed in the Holy of 
Holies, Solomon ascended the scaffold. He was standing 
there when the glory of God’s favor showed itself, and, when 
the great outburst of music was hushed, he turned to his 
people, and blessed them. ‘Then he came forward to the 
great brazen altar, where he knelt, with his palms out- 
stretched to heaven, and prayed to God. 

Solomon’s prayer was a wonderful prayer. He asked for 
God’s blessing on the Temple and on the people. He asked 
a blessing even for the stranger and the foreigner who did 
not yet know God. He asked that the people of Israel es- 
pecially should obey God’s laws, but, even if they sinned, 
he asked for God’s mercy and forgiveness for them. As he 
finished his prayer, he turned again to the assembly, and 
urged them to keep God’s law: “Let your heart therefore 


146 JUNIOR CHURCH SCHOOL LESSONS 


be perfect with Jehovah our God, to walk in his statutes, 
and to keep his commandments, as at this day.” 

Then the king and all his people offered sacrifice before 
God—twenty-two thousand oxen, and a hundred and twenty 
thousand sheep. For seven days the feast continued with 
great rejoicing. Then came the feast of tabernacles, cele- 
brated each year in memory of the sojourn in the wilderness. 
For seven days more there was great rejoicing. On the 
twenty-third day of the seventh month (Ethanim), the king 
sent the happy peoplé homeward, “glad of heart for the 
goodness that Jehovah had showed... to Israel his 
people.” 

That night God came again to Solomon, as he had come 
before at the very beginning of his reign. Once more he 
promised to be with the king if he would keep his law. 
Once more he promised to be with the people of Israel and 
to bless them, if they followed his commandments. 

So the great dedication services were over. Life among 
the people of Israel went on as it had gone on before. But 
they never forgot those great days, and the great things that 
had happened to them at the time of the dedication of the 
Temple. Even to this day, the ceremonies of that time are 
spoken of among them with awe and respect, as one of the 
greatest and most wonderful happenings that ever came to 
the Jewish race. 


PuTrtinc THE Lksson INTo THE LIFE OF THE CLASS 


Sometimes, when everything goes smoothly, it seems easy 
to be good and obedient to God. Then we should pray, as 
Solomon prayed for the people of Israel, that we may 
always obey God and feel toward him, as we feel on “ this 


day.” 





After the great goodness and kindness that God had 
shown to Solomon and the people of Israel, it would seem 
as if they could never turn from serving him. But we who 
live to-day have had an even greater proof of God’s love for 
us in the gift of his Son. So we should love him, and serve 
him even better than did the people of King Solomon’s time. » 


JUNIOR “CHURCH SCHOOL LESSONS 147 


King Solomon was a great and wonderful man. He did 
many great things. But that which was the greatest and 
which will be the longest remembered was the work which 
he did for God. That is true of us to-day as well as of 
Solomon. We do many things which seem to us important, 
but that which is really the greatest and best work is the 
work that we do for others, and so for God. 


THE LESSON TRUTH IN YOUR LIFE 


King Solomon asked God’s blessing on the people, and 
urged them to keep God’s laws. And God promised to Solo- 
mon that the people should be blessed if they obeyed his 
commandments. So we, too, shall find a blessing, if we obey 
God’s laws. 


EXPRESSIONAL ACTIVITY 


Try this week to make some real sacrifice for the sake of 
others, and so for God, remembering the words of Jesus, 
“Tnasmuch as ye did it unto one of these my brethren, even 
these least, ye did it unto me.” 


A Story To READ 


Once upon a time, so the story goes, there was a king who 
wanted to build a church, or abbey as it was then called, to 
God, in which he gave everything that was used; for which 
he might have all the glory. He boasted about it: 


“«From gilded spire to the great crypt stone, 
It shall be my offering, and mine alone.’ ” 


He had his name carved on a great, white stone in the 
chancel. He wanted to have all the glory of the great 
church for himself. 

But one night he had a dream; he thought that when he 
went into the church, he found that his name was gone. In 
its place was that of a woman. All through his kingdom he 
hunted for her, and at last he found her—a poor, old 
woman, who, it seemed, could not possibly have had any part 
in building the great abbey. 


148 JUNIOR CHURCH SCHOOL, LESSONS 


“What work have you done?’ the monarch said. 
‘T’ve built the abbey, and asked no aid.’ 
“Tf the king had asked us, I often thought, 
I could not have given, for I have naught. 
But when the builders were ready to sink, 
I carried some water, and gave them to drink,’ ” 


Of course, this is only a story, but it shows that God 
wants us to build our churches for his honor, and not for the 
sake of our own fame, He wants us to give our very best 
for his. service, but he wants us to give for his sake, and not 
for our own. No matter how little and how poor a church 
is, it is God’s house if he is really worshiped there, and if it 
is the very best that we can give him. ‘‘ Whosoever shall 
give to,drink unto one of these little ones a cup of cold water 
only, in the name of a disciple, verily I say unto you he shall 
in no wise lose his reward.” 


EXPRESSIONAL SESSION 
DEDICATING OURSELVES TO GOD 
LGorinthians 1628 


SUGGESTIONS FOR THE LEADER'S OPENING ADDRESS 


We Juniors in Sunday school cannot dedicate a Temple to 
God, as Solomon did, but we can dedicate ourselves to his 
service. "The Apostle Paul, in his Letter to the Corinthians, 
says, “Ye are a temple of God.” We can dedicate this 
temple of our lives to his service. We can try to do as he 
would have us do, always, giving ourselves and all we have 
to him, to use as he will. All we have and are really belongs 
to him; we should use it in his service. Let us ask God to 
help us to serve him gladly and willingly, so that he may be 
pleased to accept our service. 


THrE CLASS PRAYER 


Our Father who art in heaven, although we cannot build 
a Temple in thy honor, we can dedicate ourselves to thy 
service. Help us to be truly thy children. Amen. 


JUNIOR CHURCH SCHOOL LESSONS 149 


VERSES FoR UsE IN THE MEETING 
Joshua 24:15, 24; I Samuel 1:27, 28; Isaiah 6:8; Jere- 
miah 1:7, 8; Matthew 9:9; I Peter 2:5, 6. 


Hymns THAT May Br Usep In CONNECTION 
WITH THE MEETING 
mebakerviy | trend letiti Bes’ 
“Just As I Am, Thine Own to Be.” 
“ How Sweet the Name of Jesus Sounds.” 
“Angel Voices Ever Singing.” 


QUESTIONS FoR Use IN THE MEETING 
1. How was Samuel dedicated to God’s service? 
2. How are children to-day dedicated to God’s service? 
3. Why do we “ join the Church?” 
4. How can Juniors show that they love God, and want 
oe 
S 


to give themselves to his service? 


Topics For Discussion or REPoRTS 
The Dedication of Solomon’s Temple. 
The Three Temples of the Jews. 
Dedicating Ourselves to God. 
Why We Are Baptized. 
Joining the Church. . 
Our Love for the Church of God. 


SN Sn gmat SOE 


To READ IN THE MEETING 
Give yourself to the service of God, and he will show you 
the way in which you can best do his will. 





“Take my life, and let it be 
Consecrated, Lord, to thee; 
Take my moments and my days; 
Let them flow in ceaseless praise; 


“Take my hands, and let them move 
At the impulse of thy love; 
Take my feet, and let them be 
Swift and beautiful for thee. 


“Take my will, and make it shine; 
It shall be no longer mine, 
Take my heart, it is thine own; 
It shall be thy royal throne.” 


CHAPTER XVII 
WEEK DAY SESSION 
KING SOLOMON IN ALL HIS GLORY 
I Kings 7: 1-12; 10: 12-29; Ecclesiastes 1:12; 2: 4-9 
Tue Memory VERSE 


“ Consider the lilies of the field, how they grow; they toil 
not, neither do they spin: yet I say unto you, that even Solo- 
mon in all his glory was not arrayed like one of these.”— 
Matthew 6: 28, 29. 


THE Lesson Story 


Besides the great Temple for the worship of God, Solomon 
built many other buildings. One of the greatest of these was 
his own palace, which it took thirteen years to finish—a 
great stone and cedar building, on the hill below the Temple, 
with which it was connected by a stairway of precious red 
sandalwood. Here was the great audience hall where the 
king gave judgment in the disputes of his people, and here 
was the great lion throne made of ivory overlaid with gold, 
mounted by six steps, with golden lions at the sides of each 
step, and at the top where the king sat in state. 

Then, too, Solomon had another beautiful palace at Etam, 
near Bethlehem, and a summer house in the mountains of 
Lebanon. He built waterworks near Jerusalem; he fortified 
the city ; he strengthened other cities of his kingdom. 

Solomon had glittering chariots, too, brought from Egypt. 
The historian Josephus tells us that his own chariot was 
drawn by swift and stately horses, with beautiful trappings. 
It was followed by a train of archers in purple garments 
on war horses. ‘These young men were chosen as mem- 
bers of the king’s bodyguard on account of their size and 
good looks, and as they galloped along after their master, 
“their long black hair flowed behind them, powdered with 
gold dust, which glittered in the sun. 


150 





JUNIOR CHURCH SCHOOL LESSONS 19) 


Solomon had great navies which sailed the Mediterranean 
Sea as far as Spain; “ivory, and apes, and peacocks,” and 
sandalwood were brought from the Far East. Long lines of 
camels and dromedaries came into the city, loaded with gold 
and incense. Everywhere there was peace and prosperity, 
so that silver was in Jerusalem “as stones,” and cedar trees 
“as the sycomore-trees.” 

All these wonderful things came to the Jews because they 
were God’s people, worshiping him in ways that pleased him. 
Truly they knew the words of the psalmist, “ Blessed is the 
nation whose God is Jehovah.” 


HANDWORK 


Perhaps you would like to have a cabinet in your class- 
room, where you could keep “treasures”? such as Solomon | 
brought from all the corners of the earth. See how many of 
these things you can bring together; and label them with the 
names of some of the places from which they were brought. 


BCCCIOUSASLOLICS “TLOl ae shite spon)... Is Chronicless 910 
leer Olle eee ee eele ei ak ten oe PelsinosemOnecs 
SO ICC OM TOIT C0 eC SCY ce te eet § ipkings e102 
LET GRUOSRNY oemap een c Ae orc e SeE mee Pekinesel a2 
PAL COMELOLIM PO ie eters oes ee hora & Tekangsml O22 
EG COC GM TOIn fous trees sole I Kings 10:22 
Cod yea Iman at cesemtteay Mon Neen ns ar Ue Deisingsamoa.G 
Algum wood (citron) from........II Chronicles 9:10 
SIMCESLEOIIIN Vranas eee dsc /olp I Kings 10:22 
(COREMSVOLES: JURONED GAR AR hae eae le cee I Kings 10:29 
HLOUSC OMT OU Mpanpitrs Pattee ie nian tele ve, I Kings 10:28 


Notrspook Work 


Write a story of what a boy or a girl of Solomon’s day 
would see in the streets of Jerusalem. Perhaps you will like 
to pretend that you are watching the arrival of the Queen 
of Sheba. 


MrEmory WorkK 


Solomon was one of the richest men in the world; and yet 
he told us in his Proverbs of something that is better than 


152 JUNIOR CHURCH SCHOOL LESSONS 


riches. Learn these words: ‘A good name is rather to be 
chosen than great riches.” 


To READ IN THE MEETING 


“There went out a great fame all around the neighboring 
countries, which proclaimed the virtue and wisdom of Solo- 
mon, insomuch that all the kings everywhere were desirous to 
see him, as not giving eredit to what was reported, on account 
of it being almost incredible; they also demonstrated the 
regard they had for him, by the presents they made him; for 
they sent him vessels of gold, and silver, and purple gar- 
ments, and many sorts of spices, and horses, and chariots, 
and as many mules for his carriages as they could find proper 
to please the king’s eyes, by their strength and beauty. This 
addition that he made to those chariots and horses which he 


had before from these that were sent him, augmented the | 


number of his chariots to above four hundred, for he had a 
thousand before, and augmented the number of his horses 
by two thousand, for he had twenty thousand before. ‘These 
horses also were so much exercised, in order to their making 
a fine appearance, and running swiftly, that no others could 
upon the comparison appear either finer or swifter, but they 
were at once the most beautiful of all others, and their swift- 
ness was incomparable also. Their riders also were a farther 
ornament to them, being in the first place young men in the 
most delightful flower of their age, and being eminent for 
their largeness, and far taller than other men. They had 
also very long heads of hair hanging down, and were clothed 
in garments of Tyrian purple. They had also dust of gold 
every day sprinkled on their hair, so that their heads 
sparkled with the reflection of the sunbeams from the gold. 
The king himself rode upon a chariot in the midst of these 
men, who were still in armor, and had their bows fitted to 
them. He had on a white garment; and used to take his 
progress out of the city in the morning. ‘There was a cer- 
tain place about fifty furlongs distant from Jerusalem, which 
is called Etham; very pleasant it is in fine gardens, and 
abounding in rivulets of water ; thither did he used to go out 
in the morning, sitting on high (in his chariot) .”—JosEPHUs. 


| 
| 





JUNIOR CHURCH SCHOOL LESSONS 153 


SUNDAY SESSION 
Ee Sle OH EEL OU BHINIOD SHEBA 
I Kings 10: 1-10, 13 
Tue Memory VERSE 


“ Blessed is the nation whose God is Jehovah.” 
—Psalm 33: 12. 


THe Lesson STORY 


Reports of Solomon’s glory spread far. All over the 
world his glory and his riches were known. ‘The story came 
to the ears of the Queen of Sheba, who probably ruled over 
what is now a part of Arabia. The name of this queen is not 
given in the Bible, but in some other ancient writings she is 
called Balkis. She came to Jerusalem with a great train of 
camels, loaded with spices and jewels and gold, as presents 
to the king. She wanted to test him with hard questions. 

But his wisdom was so great that she could not “ catch” 
him. Always he solved the riddles which she set for him to 
answer. He showed her all the wonders of his palace and 
of his city and of the Temple, and she was amazed at his 
greatness. 

‘“T had heard great things of your glory and your riches,” 
she said, ‘‘and I did not believe the stories that I heard. 
I came to see for myself. And, behold, the half was not 
told me: your wisdom and prosperity are greater even than 
Teueardy: 

Then she blessed God, who had done so much for Solo- 
mon. They exchanged presents, and she turned homeward 
with her servants, happy in finding out about the greatness 
of Solomon—and better than that, about the greatness of 
Solomon’s God. 


PuTtTING THE Lesson INTO THE LIFE OF THE Cr,Ass 


The Queen of Sheba came from a long distance to learn 
of Solomon and of Solomon’s God. We should try to learn 
of God, and to worship him! 





The Queen of Sheba brought gifts to Solomon, So we can 


154 JUNIOR CHURCH SCHOOL LESSONS 


bring gifts to our King, offering him the best that we have 
to offer. And in return he will give to us blessings that are 
far greater gifts than those which Solomon gave to the 
Queen of Sheba. 





The Queen of Sheba was astonished at the wonders of 
the kingdom of Solomon. The wonders of God’s Kingdom 
are greater by far than those of the kingdom of Solomon. 





“ Seek ye first his kingdom, and his righteousness; and all 
these things shall be added unto you.” 


THe Lesson TRUTH IN Your LIFE 


The Queen of Sheba brought rich gifts to Solomon, 
although he was so rich. It was her way of expressing her 
admiration for the great king. So we can give our gifts to 
God. He does not need them for himself but they can be 
used in the advancement of God’s Kingdom on earth, and 
our giving them expresses our devotion to God. 


EXPRESSIONAL ACTIVITY 


Plan some gift which you and your fellow pupils can 
make for God’s service. This will be a gift to God, the 
King, because it is a gift to others for his sake. 


How THE QUEEN OF SHEBA ‘TESTED SOLOMON’s WISDOM 


The Bible does not tell us how the Queen of Sheba tested 
Solomon’s wisdom, or what were the “ hard questions ” that 
she asked him, but there are many old legends about this. 

One of her tests, it is said, was to dress a number of girls 
and boys in the same way, and to ask Solomon to tell the 
girls from the boys. He ordered basins of water to be 
brought, and bade the boys and girls wash their hands. The 
boys at once put their hands into the water ; the girls stopped 
to turn back their sleeves. 

Next the queen offered to the king two beautiful bouquets 
—one of artificial flowers, the others of real flowers. Which 
was which? Solomon ordered that a window be opened and 
bees came in. Of course, they settled on the real flowers, 
and so showed the difference, 


JUNIOR CHURCH SCHOOL LESSONS 155 


She brought with her a precious stone, drilled with a 
crooked hole. She asked him to thread it, and he sent 
through the hole, a worm, attached to which was a thread. 

Perhaps stories such as these seem foolish ways of prov- 
ing the wisdom of the greatest and wisest king in the world; 
but people have told them about Solomon and the Queen of 
Sheba, for hundreds of years, and perhaps she may have 
asked him to answer such questions as these, as well as those 
which were more important. 


EXPRESSIONAL SESSION 
HOW WE SHOULD TREAT FOREIGNERS 
I Kings 8: 41-43 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


The Queen of Sheba in her far-off home heard of the 
greatness of Solomon’s God, and she came, a stranger in a 
strange land, to learn the truth. Solomon had prayed for 
strangers when he dedicated the Temple. He received her 
gladly, and told her of the true God; when she went home- 
ward, she exclaimed, “ Blessed be Jehovah thy God!” 

We, too, in this great United States, have many strangers 
among us. Even in our schools, we have boys and girls from 
foreign lands, who do not know our language, or our cus- 
toms. Do we treat them as we ought to treat them? Are 
we kind and thoughtful of them, or do we forget that God 
loves them, just as he loves you and me; that they are our 
brothers and sisters? Let us ask God to help us to treat 
kindly the strangers who come to our land, and who some- 
times seem so strange to us only because we do not under- 
stand one another’s language. 


THE CLAss PRAYER 


Our Father in heaven, help us to be kind to the strangers 
who are among us, to help them in every way that we can. 
We ask in Jesus’ name. Amen. 


156 JUNIOR CHURCH SCHOOL LESSONS 


VERSES FoR USE IN THE MEETING 


Exodus 12:49; 22:21; 23:9; Leviticus 19:33; Deuter- 
onomy 10:19; Matthew 25:35. | 


Hymns tHat May Br Usep IN CONNECTION 
WITH THE MEETING 


Songs of Various Nations. 
“Love Thyself Last.” 

“ America Befriend?” 

“O Beautiful, My Country.” 


QUESTIONS For USE IN THE MEETING 


1. How did Solomon treat strangers who came to Israel? 

2. How does ‘the American Government treat the 
stranger, or immigrant, who comes to our land? 

3. How do you treat the foreigner in your school? 

4. How can you help the foreign boy or girl who knows 
very little English? 

5. Name some blessings which America owes to 
foreigners. 


Topics FOR DISCUSSION OR REPORTS 


1. Some Great Foreigners, and What They Have Done 
for Our Country. 
What Foreigners Can Teach Us. 
Foreign Boys and Girls in Our School. 
America’s Welcome to Foreigners. 
The Stranger Within Our Gates. 
Helping Foreigners to Become Americans. 


SUA Set) 


To READ IN THE MEETING 


The fact that a boy or a girl does not speak English does 
not mean that he is stupid. Perhaps you would seem stupid, 
too, if you suddenly found yourself going to school in China, 
or in Italy, or in Norway, where none of the boys and girls 
could understand what you said, and you could not under- 
stand what they said. 





Be careful not to laugh at the blunders of foreigners. 


JUNIOR CHURCH SCHOOL LESSONS 157 


Remember that you would probably make blunders, too, if 
you were in their land. 


“God save America! Here may all races 
Mingle together, as children of God, 
Founding an empire on brotherly kindness, 
Equal in liberty, made in one blood.” 


“God of the strong, God of the weak, 
Lord of all lands, and our own land, 
Light of all souls, from thee we seek, 
Light from thy light, strength from thy hand.” 


How You Can HELP 


Call upon new boys and girls who have moved into the 
neighborhood. 

Be especially kind to any foreign boy or girl in your 
school. 

Teach the foreign-born boys and girls in school, your 
games, and learn theirs. 

Remember that a smile can be understood, even although 
words cannot. 


Take my love; my Lord, I pour 
At thy feet its treasure-store. 
Take myself, and I will be 
Ever, only, all for thee. 
—Frances R. HAVERGAL, 


SoME Ways oF SHOWING THAT You REALLY LOVE 
Gop AND Hts CHurcH 


Come regularly to the church services. 

Bring others to church with you. 

Act in a reverent way at every church service. 

Take some part. Sing in the Junior choir, if you can sing; 
help to distribute papers; gather materials for missionary 
work. 

Help the work of the Church by your gifts and your 
prayers, 















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THE DIVIDED KINGDOM 


CHAPTER XVIII 
WEEK DAY SESSION 
WHY THE KINGDOM WAS DIVIDED 
I Kings 11: 4-13, 26-31 
THe Memory VERSE 


“ Seek ye first his kingdom, and his righteousness ; and all 
these things shall be added unto you.’’—Matthew 6: 33. 


THE Lesson SToRY 


You would have thought that after all the great and won- 
derful things that God had given to Solomon he would never 
have ceased to worship Jehovah and serve him. But Solo- 
mon did this very thing. His kingdom became great and 
powerful; he was the wisest man in the world, the richest 
man in the world. And yet, as he became older, he chose 
his own way more and more; he forgot God’s way. There 
were several reasons for this. In the first place, in order to 
make his power with foreign nations greater, he had married 
princesses of nations whose people did not worship the true 
God. And he had allowed these princesses to bring with 
them, into God’s chosen land, their heathen images. Even 
just outside of Jerusalem, on the Mount of Olives, there 
were altars to heathen gods—the strange, horrible, figures 
which it seems to us that no one could have thought had any 
power. 

The Phcenicians, for instance, in spite of their skill as 
workers in metal, and as sailors, worshiped Ashtoreth, or 
Astarte, the goddess of the moon. Baal was the sun god. 
Molech, or Moloch, who is also called Milcom, was the fire 
god, to whom people sacrificed little children. Molech’s 
statue was the huge, seated figure of a man with the head 
of a bull. Inside this statue a fire was built, and when it 
was red hot, children were placed in its arms to be burned 
to death. Chemosh was a god of the Moabites; Dagon was 
the fish god of the Philistines; and there were many others. 


161 


162 JUNIOR CHURCH SCHOOL LESSONS 


And Solomon, who had built the great and wonderful 
Temple to the true God, whose image he was forbidden to 
make, not only allowed his wives and children to serve these 
horrible idols, but worshiped them himself. On one part of 
the Mount of Olives, which for years has been called “ The 
Mount of Offense,” altars were built to the gods of the 
heathen and there Solomon and his wives worshiped, instead 
of in the beautiful ‘Temple. 

God was grieved because of Solomon’s sin. He knew 
that he was no longer fit to be king. Once more God came 
to the king in a dream and warned him that the kingdom 
must be taken away from his family. Solomon himself 
should reign as long as he lived, but his descendants should 
have only a part of the land which was to have belonged to 
the descendants of David if they had behaved in the right 
way. 

And so there was trouble for Solomon in the last days of 
his life. He had three great enemies who brought trouble to 
the kingdom. One of these enemies was Hadad, of Edon; 
another was Rezon, a brave general from Damascus. But 
the enemy most to be feared was a man in Solomon’s own 
kingdom, whose name was Jeroboam. 

Jeroboam was an Ephraimite—that is, a descendant of 
Joseph. He had been a poor young man, for the Bible tells 
us that he was the son of a widow. But by his own hard 
work and skill he had become a leader, and one of the chief 
workmen in building the fortifications of Jerusalem. He 
had charge of the Ephraimites who were compelled to work 
on the walls. These people did not live in Jerusalem, and it 
made them very angry to have to do this work. They were 
ready to rebel, and knew that Jeroboam would be a good 
leader. 

It was just about this time that God spoke to the prophet 
Ahijah, and told him to carry a message to Jeroboam. 
Ahijah went to the young man, wearing a new outside robe. 
As he reached Jeroboam, he pulled off the robe and tore it 
into strips—twelve of them. He told Jeroboam to take ten 
pieces, for, he said, “ God had given you ten tribes of Solo- 
mon’s kingdom to rule over.” 

So Jeroboam knew that God had great work for him to do. 
He knew that the time had not yet come, however, and so 





JUNIOR CHURCH SCHOOL LESSONS 163 


he waited. Because Solomon was jealous of him, it was 
necessary for him to go to Egypt, where he stayed until he 
heard that King Solomon was dead after a reign of forty 
years. 

So God planned to take away part of the kingdom which 
Solomon had lost by his foolish choice when he was an old 
man. 


HANDWORK 


In connection with this lesson, make a collection of all 
the idols that you can find, that are worshiped by heathen 
people of the present day, as well as those of the past. Per- 
haps you can find only pictures of some of them, but you 
may be able to procure some little figures which you can put 
in your curio cabinet that represents the reign of Solomon. 


NoteBook WorK 


Write in your notebook the story of “ The Sad Conclusion 
of a Reign Which Began Most Gloriously.” 


Mrmory Work 


A famous American poet, Sidney Lanier, wrote a poem in 
which he tells our country how long it will prosper. If 
Solomon and the people of Israel had followed the advice of 
this poem, they, too, would have been a more prosperous 
people. Learn this poem: 


Now praise to God’s oft-granted grace, 
Now praise to man’s undaunted face, 
Despite the land, despite the sea, 

I was: I am: and I shall be— 

How long, good angel, oh, how long? 
Sing me from heaven a man’s own song! 


“Long as thine Art shall love true love, 
Long as thy Science truth shall know, 
Long as thine Eagle harms no Dove, 
Long as thy Law by law shall grow, 
Long as thy God is God above, 
Thy brother every man below, 
So long, dear Land of all my love, 
Thy name shall shine, thy fame shall glow!” 


(Abridged) 


164 JUNIOR CHURCH SCHOOL LESSONS 


SUNDAY SESSION 
REHOBOAM AND HIS RIVAL JEROBOAM 
I Kings 12: 1-24 
Tur Memory VERSE 


“A soft answer turneth away wrath; 
But a grievous word stirreth up anger.” 


‘ —Proverbs 15:1. 


Tur Lesson Story 


King Solomon, with all his glory, died about the year 
931 8B. c. He had reigned for forty years, as had his father, 
King David. And, as in David’s case, also, the last years of 
his reign had been sad on account of his disobedience. 

Rehoboam, Solomon’s son, was his heir. At the time of 
his father’s death, he was forty-one years old. His mother 
was a heathen Ammonitess named Maacah. Rehoboam did 
not inherit the wisdom of his father. He showed this even 
before he was made king by the people. 

Rehoboam was to be crowned in the old city of Shechem 
—the city near which Abraham had camped; where Jacob 
had bought ground; where Joseph had been sent to look for 
his brothers. It lay far north of Jerusalem in a valley be- 
tween two high mountains. It was just on the edge of the 
land which belonged to the Ephraimites—the tribe of which 
Jeroboam was a member. Quick messengers had gone to 
Jeroboam in Egypt, just as soon as Solomon was dead, and 
already he was at Shechem, waiting to see what was going 
to happen. 

The people sent a message to Rehoboam. They told him 
that the taxes which his father, Solomon, had made them 
pay, were too heavy, and that the work which they had to 
do was too hard. ‘They asked him to make their lives easier 
for them. 

Rehoboam did the first and only wise thing that we hear 
about him. He told the people to return in three days. He 
sent for the old men, his father’s counselors, and asked their 
advice. ‘They gave him good counsel. He should try to 
make the burdens of the people lighter, and make taxes less. 





JUNIOR CHURCH SCHOOL LESSONS 165 


This advice, however, did not please Rehoboam. He asked 
the advice of the younger men. ‘They were proud and 
haughty, as he was. They cared nothing for the people. 
“Tell them that they shall work harder than ever,” was their 
counsel. 

And so Rehoboam spoke cruel words to the men who 
came back to him on the third day. There was, in those 
days, a heavy whip, made of strips of leather with a sharp 
bit of iron on each strip. When a bare back was struck with 
this whip, it stung as a scorpion stings. A scorpion is a small 
animal, which stings with its tail. This whip was sometimes 
used to make men work harder, 


: ay 


“My father made you work with whips,” he said, “but I 
will add to your burdens. I will whip you with scorpions.” 

The proud men of Israel could not endure this threat. 
At once they rose in rebellion, shouting the old war cry of 
Israel: “To: your tents, O Israel. What have we to do with 
Davicitce 

With Jeroboam as their leader they left the city without 
crowning the proud king. As the prophet Ahijah had told 
Jeroboam, ten tribes went with him. Only the tribe of 
Judah remained true to Rehoboam, and the little tribe of 
Benjamin, which was too weak to count. Rehoboam, by his 
foolishness, had lost the kingdom even before he began to 
reign. If he had shown wisdom, God might have given him 
a chance, but he was unfit to be the leader of God’s chosen 


people. 
Purtinc THE Lesson Into THE Lire oF THE CLAss 


Great and unhappy results often follow an attack of bad 
temper and a few angry words. 





Control your temper, and you yourself will be happier, as 
well as those about you. 


168 JUNIOR CHURCH SCHOOL LESSONS 


4. Taking Advice. 
5. Profiting by the Example of Others. 
6. How Juniors May Learn from Others. 


To THINK ABOUT IN THE MEETING 


Your teacher has told you that in preparation for exam- 
ination in day school, it will be well for you to review a cer- 
tain chapter in your history book. John, your friend, says: 
“Oh, come out to play ball. You know that well enough! ” 
Who has given you the best advice? Who knows what is 
wisest? What do you do? 


To READ IN THE MEETING 


“ Many receive advice; only the wise profit by it.” 





The best ad viccrorollt will heatotnd me near hie 





“The chief want in life is somebody who will make us do 
the best we can.”—EFmerson. 





“Whatever mine ears can hear, 
Whatever mine eyes can see 
In nature so bright with beauty and light, 
Has a message of love for me.” 





“Tf wisdom’s ways you wisely seek, 
Five things observe with care: 
To whom you speak, of whom you speak, 
And how, and when and where.” 





“The Holy Spirit cometh 
To every little child 
Whose heart is ever ready 
To hear his whisper mild.” 


SOMETHING To Do THis WEEK 


Find examples in what you read and hear of people who 


did not listen to the advice of others. In your own life try 
to notice how it works out if you do as your father and 
mother tell you, or if you do not do these things. Keep a 
little record from day to day. 





CHAP TH REX LX 
WEEK DAY SESSION 
THE NORTHERN KINGDOM OF ISRAEL 
I Kings 16: 23-33 
THE MreMory VERSE 
“O Israel, trust thou in Jehovah.”—Psalm 115: 9. 


THE LkEsson StTory 


King Jeroboam had a chance to establish a great kingdom, 
and to do a great work in the world. But Jeroboam, like so 
many of the men and women about whom we have studied 
had a choice to make—and he chose wrong. He did not 
choose to serve the true God, but turned the people to the 
worship of idols, so that he has been known ever since those 
days as Jeroboam, who “made Israel to sin.” He reigned 
for twenty-two years, I Kings 14:20, and then died. His 
son Nadab next became king, but he, too, made the wrong 
choice, and so after a reign of only two years, he was killed 
by a conspirator named Baasha, who killed also all of the 
family of Jeroboam, and made himself ruler. I Kings 
Lo eZ 29, 

Baasha, too, was wicked. After a reign of twenty-four 
years he died, and was followed by his son Elah. Ejlah 
reigned about two years, and then the throne was seized by 
Zimri, the captain of the war chariots. All of Baasha’s 
family were killed, but this did not give to Zimri a perma- 
nent possession of the throne, for after seven days he, too, 
was attacked by Omri, the captain of the army, and burned 
to death in the king’s palace. 

For a time there was civil war among the people of Israel, 
but Omri was a strong man and he won out and established 
himself upon the throne. He bought the hill called Samaria, 
for two talents of silver, and there he made his capital, which 


169 


170 JUNIOR CHURCH SCHOOL LESSONS 


he called Samaria from the name of the former owner, 
Shemer. 

Omri was a strong king, but he was wicked. He followed 
the example of the wicked Jeroboam, and when he died after 
a reign of twelve years, he left the kingdom of Israel to his 
wicked son Ahab, who, the Bible says, “ did that which was 
evil in the sight of Jehovah above all that were before him.” - 





A PossiBLE PROJECT 


For some time you are to study the history of the Divided 


Kingdom of the people of Israel. It will be interesting to q 


make a list of the kings of the two kingdoms, Israel and 
Judah. Ona new page of your notebook, draw a map show- 
ing which part of the Holy Land belonged to Israel, the 
Northern Kingdom, and which part belonged to Judah, the 
Southern Kingdom. ‘Then make a table something like this, 





JUNIOR VCHURCH SCHOOL LESSONS 171 


which will tell you how long each king of each kingdom 
reigned. Supply the length of time from the references. 


IS RABE 

KING REIGNED 
eee) GL OUOA TAS eu ike y's ose. years, I Kings 14: 20. 
BPMN AU AD aM We lee ie certs ss yearsua ebelsingsy) lo .255 
Ue aAStidee wer etka es ees VealS mee sos HOW: 
ab IRAE MAR eS ana ee years. I Kings 16:8. 
Dye ibaabe Gy PO Ie Ue ea ae yearsn..lakings 16 2:15. 
MeRCITIC I; pare ee Mat Sel A Vearsn wiMhInvsm Geo. 


On another sheet start in the same way a list of the kings 
of Judah. You see that the kings of Judah had longer 
reigns than those of Israel. 


JUDAH 
KING REIGNED 
LWeeCCLODOATI ae © diets lens: years, 111 Chronicles) 12; 13. 
ROAD ATMs nl Wee Vode eer INnos hoes 
ee SA aise DO 1 ot ae vearsnes) LoKimgselorslO; 


HLANDWORK AND Map Work 


Draw, or model, a map which shows the parts of the Holy 
Land which belonged to the Northern Kingdom of Israel 
and to the Southern Kingdom of Judah. 


NotKsBook WorK 


Do the work suggested under “ A Possible Project.” 


Mermory Work 


Learn the names of the first six kings of Israel. 


ie JUNIOR CHURCH SCHOOL LESSONS 


SUNDAY SESSION 
KING AHAB AND THE PROPHET ELIJAH 
I Kings, chapter 17 
THe Memory VERSE 


“God is our refuge and strength, 


A very present help in trouble.” 
‘ —Psalm 46:1. 


Tue Lesson STORY 


Ahab, the son of Omri, had followed his father as king of 
Israel. Omri had bought a hill called Samaria, and here he 
built his capital city. It was in Samaria that Ahab ruled, 
with his wife Jezebel, the daughter of Eth-baal, the heathen 
king of the Sidonians. 

Things had reached a sad state in the kingdom of Israel. 
No longer did king or people worship the true God. Every- 
where there were altars to the gods of the heathen. Jezebel 
was a devoted worshiper of Baal, the Phoenician god of the 
sun, and of Astarte, the goddess of the moon. She and 
Ahab had built a great temple to these gods in Samaria. 
There were four hundred and fifty priests of Baal in the 
court, and four hundred priests of Astarte. It seemed as if 
almost everyone in Israel had forgotten the worship of the 
true God. : 

And then suddenly something happened. A strange figure 
appeared before the king—a man dressed in a mantle of 
rough skin, with the long hair that showed he had been 
vowed to the service of the true God. He appeared before 
the king with a terrible message. 

“As Jehovah, the God of Israel, liveth, before whom I 
stand,” he said, “there shall not be dew nor rain these years, 
but according to my word.” 

Then, as mysteriously as he had appeared, he disappeared. 
Although Ahab’s messengers hunted for him everywhere, he 
could not be found. 

However, the drought came as he prophesied. Every day 
the sun rose clear in the east. Every day it blazed hot in the 
clear blue sky. There was never a cloud, never a drop of 


ee 





Copyrighted by Harold Copping. Harold Copping. 
ELIJAH AND AHAB 


a 





- 25 a 


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JUNIOR CHURCH SCHOOL LESSONS 173 


rain, not even a drop of dew. For more than two years this 
continued. And all this time King Ahab was searching, 
searching, searching for the man who had foretold these 
things. 

In the meanwhile Elijah was obeying God’s commands. 
From Ahab’s presence he went to a little brook named 
Cherith, east of the Jordan River. Here he hid among the 
rocks. At God’s command, each day the great ravens of the 
region brought him food, and the little brook supplied him 
with water. 

At last even the little mountain brook dried up on account 
of the drought. Then God spoke once more to Elijah, and 
told him to go to Zarephath, near the city of Sidon, the very 
stronghold of Queen Jezebel, Elijah’s greatest enemy. 

Here again God’s care for Elijah was shown. As he came 
to the city, he saw just outside the gate a poor widow gath- 
ering sticks. He asked her for a little water to drink. She 
started immediately to get it, and he made one more request 
—‘ Bring me, I pray thee, a morsel of bread in thy hand.” 

She answered that she had only a handful of meal left in 
her barrel, only a drop of oil in her cruse—that she was just 
gathering a little wood, to make a fire with which to bake 
one last cake for herself and her son. ‘Then they must starve 
to death. 

Once more Elijah asked her to make a cake for him. He 
told her that the jar of meal should not be emptied, nor 
should the oil fail until the drought was over. ‘There must 
have been something convincing in his words, for she obeyed 
him. First she made a cake for the prophet. ‘There was 
still enough meal for a cake for herself and her son! Even 
when she had made this, there was still meal in the jar, and 
oil in the bottle! And so it was, as Elijah had foretold, dur- 
ing all the time of drought and famine. 

One more wonderful thing we are told that Elijah did for 
the widow of Zarephath. Her son was taken ill, and finally 
died. She asked the prophet for help. He, in turn asked 
God for help. He carried the child into his own room. He 
prayed to the Lord earnestly. And God granted his request, 
so that the boy was restored to life, and his mother became 
a follower of the true God. 

So Elijah the prophet lived quietly among his enemies, 


174 JUNIOR CHURCH SCHOOL LESSONS 


while all the people of Israel were looking for him, longing 
to have him appear among them, and to put an end to the 
terrible drought. 


PuTTING THE LkEsson INtTo THE LIFE OF THE CLASS 


God’s promises are always fulfilled. Punishment always 
follows sin. He had warned the people of Israel long before 


what would happen, if they turned from serving him to serv- 
ing other gods’ Deteranomy Liston ly e237 ones 





God took care of his obedient messenger, Elijah, as he | 
will always take care of all those who obey him, and try to 
do his will. 





The widow of Zarephath thought that she was sharing 
her last bit of food with the prophet. But God sent more 
food in a miraculous way. He is pleased when we share 
our good things with others. . 


THE LEsson TRUTH IN YouR LIFE 


This lesson truth is expressed in the following hymn: 


“Be not dismayed, whate’er betide, 
God will take care of you; 
Beneath his wings of love abide, 
God will take care of you. 


CHoRUS 
“God will take care of you, 
Through ev’ry day, o’er all the way; 
He will take care of you, 
God will take care of you. 


“All you may need he will provide, 
God ‘will take care of you; 
Nothing you ask will be denied, 
God will take care of you.” 


EXPRESSIONAL ACTIVITY 


One of the ways in which God took care of Elijah was 
through the widow of Zarephath. Perhaps he wants you to 


JUNIOR CHURCH SCHOOL LESSONS 175 


help him to care for some of his messengers by sharing some 
of your good things. Find some way of doing this. 


To READ WITH THE LESSON 


There is a legend of the far north which tells a story that 
is like that of the widow of Zarephath and yet different. It 
has been put into verse by the poet Phoebe Cary. She tells 
of a traveler, who came, after days of weary journeying to 
the cottage of a widow. 


He came to the door of a cottage, 
In traveling round the earth, 

Where a little woman was making cakes, 
And baking them on the hearth. 


And being faint with fasting, 
For the day was almost done, 

He asked her, from her store of cakes, 
To give him a single one. 


So she made a very little cake, 
But as it baking lay 

She looked at it, and thought it seemed 
Too large to give away. 


Therefore she kneaded another, 
And still a smaller one; 

But it looked when she turned it over, 
As large as the first had done. 


Then she took a tiny scrap of dough, 
And rolled and rolled it flat; 

And baked it thin as a wafer— 
But she couldn’t part with that. 


For she said, “ My cakes that seem too small 
When I eat of them myself, 

Are yet too large to give away,” 
So she put them on the shelf. 


And he said, “ You are far too selfish 
To dwell in human form, 

To have both food and shelter, 
And fire to keep you warm: 


176 


JUNIOR CHURCH SS CHOOMLESSONS 


“ Now you shall build as the birds do, 
And shall get your scanty food 

By boring, and boring, and boring, 
All day in the hard, dry wood.” 


Then up she went through the chimney, 
Never speaking a word, 

And out of the top flew a woodpecker, 
For she was changed to a bird. 


She had a scarlet cap on her head, 
And that was left the same, 

All the rest of her clothes were burned 
Black as a coal in the flame. 


And every country schoolboy 
Has seen her in the wood; 

Where she lives in the trees till this very day, 
Boring and boring for food. 


And this is the lesson she teaches: 
Live not for yourself alone, 

Lest the needs you will not pity, 
Shall one day be your own. 


Give plenty of what is given to you, 
Listen to pity’s call; 

Don’t think the little you give is great, 
And the much you get is small. 


EXPRESSIONAL SESSION 
GOD'S CARE FOR ALL REOPREERS 
Matthew 15: 22-28 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


The prophet Elijah took refuge in the city of Zarephath, 
which is in the land of the Phceenicians. ‘There he stayed in 
the home of a poor widow. God showed his care for this 
poor widow and her son, as well as for the prophet in sup- 
plying them with food during all the days of the famine. 

Over eight hundred years later a poor woman who lived 
in the same country of Phcenicia came to Jesus and asked 


JUNIOR CHURCH SCHOOL LESSONS 177 


for help for her daughter, who was ill. And Jesus cured her 
daughter, because he saw that the woman’s faith in him was 
great. 

God loved these two heathen mothers; he loved the son of 
the widow of Zarephath whom Elijah restored to life, the 
daughter of the Phcenician woman whom Jesus cured of ill- 
ness. He loves all the people of the world, and wants them 
to know of him. And the last message of Jesus to his fol- 
lowers was, “ Go ye into all the world, and preach the gospel 
unto the whole creaton.” He wants us, too, to give his mes- 
sage to the world, to help to spread the good tidings in every 
way. 


THE CLASS PRAYER 


Our Father in heaven, help us to help to give the message 
of thee to all the people of the world, that they, too, may 
know of thee, and thy love for them. Amen. 


Hymns THAt May Br Usep. In CoNNECTION 
WITH THE MEETING 


“Light of the Lonely Pilgrim’s Heart.” 
“Christ for the World We Sing.” 

“ Ye Christian Heralds, Go Proclaim.” 
“Thy Kingdom Come, O God.” 

“ Jesus Shall Reign Where’er the Sun.” 


VERSES FoR USE IN THE MEETING 


Honanet 100 LaMar: 162155 Matthew W728 219,520; 
I John 4: 19. 


QUESTIONS FoR USE IN THE MEETING 


1. Locate Phoenicia, and its two chief cities, Tyre and 
Sidon. 

2. What connection was there between David and Solo- 
mon, and the land of the Phoenicians ? 

3. To what land other than Palestine did Jesus go, when 
Ne in baby? When he was grown up? (Matthew 2: 14; 


178 JUNIOR CHURCH SCHOOL LESSONS 


4. How did God show his love for the people of- the 
world? (John 3:16.) 

5. What is our part in giving the message to the world? 

6. How can Juniors help in missionary work °° 


‘Topics FOR DISCUSSION OR REPORTS 


1. The Widow of Zarephath and the Syrophcenician 
Woman. 

2. Jesus’ Only Journeys Outside the Land of Palestine. 

3. Jesus’ Last Words to His Followers. 

4. How Juniors Can Help in Spreading the Good 
Tidings. 

5. Why We Believe in Missions. 

6. Missionaries Whom We Know. 

7. The Board of Foreign Missions. 

8. The Board of National Missions. 


To READ IN THE MEETING 


God wants the people of the world to know of him. His 
only messengers are those of us who have already heard the 
good tidings. It is our work to tell others of him. 





Missionaries give their lives to God’s work. We who re- 
main at home must help them with our offerings and our 
prayers. 





Have you ever thought that perhaps you might some day 
be a missionary? When you are planning for your future, 
think of this. 





The Presbyterian Church has two great Mission Boards— 
the Board of Foreign Missions and the Board of National 
Missions. ‘The missionary work of the church is done under 
the charge of these two Boards. 





There are more than fifteen hundred American mission- 
aries working in foreign countries under the Presbyterian 
Church. 


JUNIOR CHURCH SCHOOL LESSONS 179 


There are more than sixteen hundred missionaries work- 
ing in our own country under the Presbyterian Church. 


SoMETHING TO Do THis WEEK 


Have a meeting of the class in which you plan a mission- 
ary gift for some missionary either at home or in a foreign 
land. 

Make a collection of lesson cards, picture rolls, lesson 
story papers and so on, to be used by some missionary. 

Have a missionary society, 


CHAPTER XX 
- WEEK DAY SESSION 
THE CONTEST ON MOUNT CARMEL 
I Kings 18: 1-39 
THE Memory VERSE 


“And Elijah came near unto all the people, and said, How 
long go ye limping between the two sides? if Jehovah be 
God, follow him; but if Baal, then follow him. And the 
people answered him not a word.”—I Kings 18: 21. 


THE LEsson STorY 


At last, in the third year of the drought, God spoke once 
more to Elijah, telling him to leave his safe refuge in 
Zarephath, and go once more to the territory of King Ahab. 

The people of Israel were in a sad state. No rain or dew 
had fallen for more than two years. Brooks and streams 
had dried up. Fields were parched and burned, and even the 
king was seeking far and wide for a bit of green pasture 
land which would supply grass for his horses and mules. 

Now it happened that the governor of the king’s house- 
hold, a man named Obadiah, was a worshiper of the true 
God. At the time when Jezebel had killed many of God’s 
prophets he had hidden fifty of them in a cave, and had fed 
them. Of course King Ahab knew nothing about this. He 
trusted Obadiah, and in the search for grass, he had sent 
Obadiah in one direction while he himself went in another 
way. It was Obadiah whom Elijah first met when he re- 
turned to Israel. 

“Tell the king that I am here,” commanded the prophet. 

At first Obadiah was afraid, but at last he obeyed Elijah 
and reported to the king that the prophet was at hand. Ahab 
must have been furiously angry when he saw Elijah. 

“So you have come back, you troubler of Israel?” he said. 


180 





Copyrighted by The Providence Lithograph Co. 
ELIJAH AND THE PROPHETS OF BAAL 





- 





JUNIOR CHURCH SCHOOL LESSONS 181 


“T have not troubled Israel,” Elijah answered him boldly. 
“It is you who have done this, since you have turned from 
the worship of the true God to Baal worship.” 

Then the prophet proposed a test. The four hundred and 
fifty prophets of Baal, and the four hundred prophets of the 
Asherah were to assemble at a high mountain peak to the 
northwest, Mount Carmel. There the test was to be made. 

From all parts of Israel the people came together. Elijah 
spoke to them in stirring words: “ How long will you hesi- 
tate between two opinions?” he asked. “ If Jehovah be God, 
follow him; but if Baal, then follow him.” 

The people did not answer a single word. Not one of 
them stepped forward bravely and said that he served the 
true God. Is it any wonder, then, that Elijah felt that he 
was the only person in Israel who served Jehovah, that he 
stood all alone for the right? 

And yet he did not hesitate. He gave his commands ex- 
actly. He gave every advantage to his foes. First he had 
two bullocks brought, to be sacrificed. He gave the first 
choice to the priests of Baal. They were to prepare the ani- 
mal for sacrifice, and to lay the wood for a fire. They were 
to place the animal on the wood, but they were not to kindle 
any fire. He would do the same. The God who answered 
by fire would be the true God. And all the people, listening, 
agreed that the test was good. 

The prophets of Baal could not refuse such a test, with 
all the people watching. They prepared the animal as Elijah 
had proposed, and called upon the name of Baal. From 
morning until noon they called; they gashed their flesh with 
knives ; they cried aloud. But still there was no answer. 

Elijah mocked them, and his mockery made them more 
furious than ever. They continued in their mad calling upon 
their god until the time of the evening sacrifice—three o’clock 
in the afternoon. And still there was no answer. 

Then, when the time came when God-fearing Jews said 
their evening prayer, Elijah made his preparations. He took 
all possible pains to show that there was no trickery in what 
he did. 

First he built up the altar, using twelve stones to equal 
the number of the tribes of Israel. He dug a trench about 
the altar. He put the wood in place; he laid the bullock 


182 JUNIOR CHURCH SCHOOL LESSONS 


upon the wood. ‘Then he ordered four barrels full of water. 
This was poured over the sacrifice. ‘Three times this was 
done, so that twelve barrels full in all were poured over the 
animal, and the altar, and they were thoroughly drenched. 
Even the trench was filled with it. 


Elijah did not cry aloud, or cut himself, or dance around | 


the sacrifice as the priests of Baal had done. Quietly he 
drew close to the altar. Earnestly he prayed that God would 
hear and answer his prayer, so that the people might know 
that Jehovah was the true God. 

And God answered his prayer. Fire from heaven fell, 
and burned up not only the sacrifice and the wood, but even 
the stones as well, and licked up the water that was in the 
trench. 

Of course the people knew that Elijah’s God was the true 
God. ‘They fell upon their faces, crying: “ Jehovah, he is 
God! Jehovah, he is God!” 


HANDWORK 
Take twelve blocks of wood or smooth stones, and build 
up an altar such as that which you think Elijah may have 
built. 
Map Work 
Find Carmel on the map, and indicate it on your map of 
Palestine. 
NoteBook Work 
Write a short Bible play, called “ The Contest on Mount 
Carmel.” Have for your speaking characters the following: 
Elijah; Ahab; a priest of Baal; one of the people; and per- 
haps Obadiah. Perhaps the school can act out the story. 
Memory Work 
Begin to memorize the poem given at the end of the Sun- 
day Session. 
A SUGGESTION To MAKE 
Perhaps the choir in your church or Sunday School will 








JUNIOR CHURCH SCHOOL LESSONS 183 


sing for you a part of the great oratorio, “ Elijah,” by 
Handel. Ask your pastor to help you to make this request. 


PRAYING FOR RAIN IN CHINA To0-DAY 
A WHOLE VILLAGE PRAYS FOR RAIN 


A missionary in China writes: We are out at that beautiful 
temple ten miles from Tsinan called Lung Dung (Dragon 
Cave). The day we arrived we heard such a noise as we 
thought only the three hundred foot cliff falling in could 
make. We ran out into the courtyard for safety ‘and to see 
what could be falling. There was a whole village of people 
who had come to pray for rain. They had drums and cym- 
bals and I don’t know what else with which to raise a noise. 
It was still very cloudy and we needed rain very much so 
the villagers were out praying for rain. They never pray 
unless the rain god is very near where he can hear their 
prayers. He did seem very near that day and has not gone 
far away since. These people all had wreaths of willow 
leaves on their heads. Each carried a banner with a prayer 
on it. The procession was headed with a chair draped in 
willow leaves with the earth god inside and incense burning 
in front of him. Next was the dragon. I had never seen 
this before and looked in vain for the dragon. At last I 
had to ask them to explain what they called the dragon. It 
was a large chair draped with willow leaves. Inside was 
placed a jar of water; in front of the water was a bowl of 
burning incense. Just in front of the chair a man carried 
a pole on the end of which was a large flat spear-shaped end 
all covered with green paper. That, they told me, was the 
dragon’s head and he was supposed to be being carried in the 
chair ; 1f he meant to answer the prayers he would turn into 
a frog or tadpole or fish or some water inhabitants and be in 
the jar of water; but if he refused to answer the prayers the 
water would only dry up. They left the dragon at the temple 
for several hours before they left for home; however, they 
carried it out to the stream, to the well, to all the springs 
around and through the dragon cave beating the drums and 
making a wonderful noise the whole time. 


184 JUNIOR CHURCH SCHOOL LESSONS 


SUNDAY SESSION 
ELIJAH AT HOREB 
I Kings, chapter 19 


Tue Memory VERSE 


“Not by might, nor by power, but by my Spirit, saith 
Jehovah of hosts.”—Zechariah 4: 6. 


Tre Lesson Story 


After the miracle at Mount Carmel, Elijah slew the 
prophets of Baal. He prayed for rain, and the rain came as 
a further proof that Jehovah was the true God, and that 
Elijah was his prophet. 

But Jezebel in the palace would not believe this. She had 
become more and more furious as Ahab had told her of what 
had happened. She refused to believe in God; she even 
threatened to kill Elijah. 

And Elijah, who had just before this been so brave, 
showed that he was tired and worn out, by running away! 
He hurried into the desert, for his life. For a time he forgot 
how wonderfully God had taken care of him. ‘There, in the 
desert, under a juniper tree, he sat and prayed that he might 
die. The poor prophet was exhausted by all that he had 
undergone. He was hungry and weary. At last he. fell 
asleep. 

Once more God showed his love and care. When Elijah 
awoke, he saw a fire beside him, and food and drink. He 
ate and slept again, and then God’s angel came to him and 
commanded him once more to eat and drink, and then to 
journey on. 

For forty days the prophet traveled on until he came to 
Mount Horeb, the mountain in the desert where God had 
given to the people of Israel the Ten Commandments. In 
the Bible this is called “ the mount of God.” 

In a cave there, Elijah took refuge, and there God spoke to 
him in a wonderful way. 

“What doest thou here, Elijah?” he said. 

Elijah explained how discouraged he was because the 
people of Israel refused to trust in God, and that Jezebel 
sought to kill him. 





JUNIOR CHURCH SCHOOL LESSONS 185 


“Go forth, and stand upon the mount, before the Lord! ” 
God commanded. 

Then, as Elijah obeyed, a great wind rose. It broke off 
great pieces of rock; it tore the trees from the mountain side. 

But the Lord God was not in the wind. 

Then there was a great earthquake which shook the 
mountain. 

But the Lord was not in the earthquake. 

And after the earthquake came a fire, great and consum- 
ing. But God was not in the fire. 

After the fire was a still, small voice. And it was in this 
way that God spoke to the prophet. 

God showed Elijah that he had really no cause to be dis- 
couraged. ‘There were yet seven thousand men and women 
in Israel who had not bowed before Baal. And God gave to 
Elijah errands to do for him—to go to Damascus, and anoint 
a new king of Syria; to anoint a new king of Israel; to 
anoint a prophet to follow himself. 

And so, with something to do before him, Elijah went 
back to Israel, encouraged to go on with God’s work. He 
anointed Elisha to be his successor, and carried out the plans 
which God had made for him. 


PutTtinc THE LkEsson INto THE LIFE OF THE CLASS 


Sometimes when we are very tired, we feel discouraged 
and think that everything is going wrong. God knows that 
our bodies get tired, and so he planned a time of rest for us 
as well as times of work and play. A good night’s rest will 
often make hard things seem easier. 





God sometimes speaks to his followers through a great 
event, but more often he speaks to us in the still, small voice 
which we call “ conscience.” 





When Elijah was discouraged God gave to him work to do 
for him. When you have a big task ahead of you, and feel 
that it is too big for you, make a start instead of giving up 
betore you have really begun, and you will probably find that 
the task is not so hard after all. 


186 JUNIOR CHURCH SCHOOL LESSONS 


Elijah thought that he was the only follower of the true 
God in Israel, but God told him that there were seven thou- 
sand who had not bowed before Baal’s image. Sometimes 
you think that you are the only one in your group who 
stands for the right. But if you are brave, and take your 
stand for the right, you will find that there are others who 
will stand with you. 





God does his work in various ways. Sometimes he ac- 
complishes his purpose by storm and earthquake, it is true, 
but more often he works in a quiet way—the way of love. 
Love is the greatest force in the world. 


THe Lesson TrutH IN Your LIFE 


I will try to meet difficulties which come to me in the 
spirit of love and faith which God would approve. 


EXPRESSIONAL ACTIVITY 


Try this week to find examples of great deeds which have 
been accomplished “not by might, nor by power,” but by 
God’s mighty spirit of love. 


A MEmory PoEM 


God moves in a mysterious way 
His wonders to perform; 

He plants his footsteps in the sea, 
And rides upon the storm. 


Deep in unfathomable mines 
Of never-failing skill 

He treasures up his bright designs, 
And works his sovereign will. 


Ye fearful saints, fresh courage take; 
The clouds ye so much dread 

Are big with mercy, and shall break 
In blessings on your head. 


Judge not the Lord by feeble sense, 
But trust him for his grace; 
Behind a frowning providence 
He hides a smiling face. 





JUNIOR. CHURCH! SCHOOL LESSONS 187 


His purposes will ripen fast, 
Unfolding every hour; 

The bud may have a bitter taste, 
But sweet will be the flower. 


Blind unbelief is sure to err, 
And scan his work in vain; 

God is his own Interpreter, 
And he will make it plain. 


—Wiiit1AmM Cowpeer, 1774. 


EXPRESSIONAL SESSION 
TBs Lille MAT VOTE: 
Proverbs 4:23 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


God speaks to his children in the world in many ways. 
He speaks to us through his Word, the Bible; he speaks to 
us through our parents and teachers; he speaks to us through 
the still, small voice within us, which we call “ conscience.” 
We should listen to him as he speaks to us in all these ways. 
We should try to learn in every way what he wants us to do. 

The voice of conscience is a still, small voice. Sometimes 
we do not pay attention to it because it is so small. But we 
should listen to its slightest whisper. Let us ask God to 
help us to listen to him when he speaks to us in any way, 
and especially to listen to the slightest command of the con- 
science voice. 


THE CLass PRAYER 


Our Father in heaven, help us to listen to the still, small 
voice within, which so often speaks to us to warn us. We 
ask in Jesus’ name. Amen. 


VERSES For Usk IN THE MEETING 


Deuteronomy ycocwl< Psalm, So. 8.) ohnel4s 16017525 
cis eco el imothy 125. 


188 JUNIOR CHURCH SCHOOL LESSONS 


Hymns THAT May Br Usep 1n ConNNECTION 
WITH THE MEETING 


“The Still Small Voice that Speaks Within.” 
“God Sets a Still Small Voice.” 

“Saviour, Teach Me Day by Day.” 

“Father, Lead Me Day by Day.” 

“Lord, When Through Sin I Wonder.” 

“ Hushed Was the Evening Hymn.” 


QUESTIONS For Use IN THE MEETING 


How did God speak to Elijah? 
How did he speak to the apostles? 
How does he speak to his people to-day ? 
. How can we show that we want to obey God’s voice 
speaking to us? 
5. Is it better to be conscientious or not? 
6. Is it easier to be conscientious or not? 


ONS 


Topics For Discussion or REPoRTS 


1. The Still Small Voice. 

2. God’s Messengers to Us. 

3. God Speaking to Us Through His Word. 

4. God Speaking to Us Through Others. 

5. What Happens When We Neglect the Still Small 
Voice 


6. A ‘Tender Conscience. 


To READ DuRING THE MEETING 


The voice of God speaks quietly, in many ways. We will 
try to obey its teachings. 





“Life is full of dangerous crossings, and conscience is the 
flagman.” 





“Labor to keep alive within your breast that little spark 
of celestial fire called conscience.”—George Washington. 





“You can hide away from the world, but you can’t run 
away from your conscience.” 





JUNIOR CHURCH SCHOOL LESSONS 189 


“Martin Luther, the giant of the Middle Ages, rather 
than go contrary to his conscience and do an act unworthy 
of a man, exclaimed in tones of thunder that echoed around 
the world: ‘If I had a thousand heads, I would lose them 
all rather than recant.’ ”’ 


“The still small voice that speaks within, 
I hear it when at play, 
I speak the loud and angry word 
That drives my friend away. 


“Tf falsehood whispers to my heart 
To tell a coward lie, 
To hide some careless thing I’ve done, 
I hear the sad voice nigh. 


“Tf selfishness would bid me keep 
What I should gladly share, 
I hear again the inner voice, 
And then with shame forbear. 


“The voice within! the voice within! 
Oh, may I have a care; 
It speaks to warn from every sin, 
And God has placed it there.” 


“God sets a still, small voice 
Deep every soul within; 
It guideth to the right, 
And warneth us of sin. 


“Tf we that voice obey, 
Clearer its tones will be, 
Till all God’s will for us 
Clear as noonday we see. 


“Tf we that voice neglect, 
Fainter will be its tone; 
If still unheeded, it 
Will leave us quite alone.” 


SoMETHING To Do THis WEEK 


Try this week to obey the little voice of conscience which 
speaks so quietly to you, and to stand foursquare for the 
right. | 


CHAPTER IXX] 
WEEK DAY SESSION 
THE STORY OF NABOTH’S VINEYARD 
I Kings 21: 1-20 
THe Memory VERSE 


“ Be sure your sin will find you out.”—Numbers 32: 23. 


Tue Lesson Story 


While the Prophet Elijah was at Mount Horeb, Ahab and 
Jezebel had been going on in their old wicked way, forgetful 
of the true God and the way in which he had shown them 
his power. 

Not far from Ahab’s palace in the city of Jezreel, was the 
vineyard of a follower of the true God, named Naboth. He 
had inherited this vineyard from his ancestors, and he loved 
it. He had no desire to part with it; in fact, it would not 
have been right, according to the law, for him to have sold 
it to anyone excepting to a relative. 

Naboth’s vineyard was close to Ahab’s palace, and Ahab 
wanted it to add to his grounds. So he went to Naboth, and 
asked that he sell it to him, or exchange it for another. But 
Naboth did not want to do this; he refused the king’s re- 
quest, as he had a perfect right to do, according to law and 
justice. 

Then Ahab showed what a spoiled, foolish man he was. 
\Instead of accepting Naboth’s decision in a right spirit, he 
acted like a baby. He went to bed in a fit of the sulks, and 
refused to eat. He showed himself to be anything but 
kinglike. 

Queen Jezebel asked the reason for his fit of temper, and 
when she found out what was the matter, it did not take her 
long to act. She made fun of him. 

“Are you king of Israel?”’ she mocked, “ You are not 


190 





JUNIOR CHURCH SCHOOL LESSONS 191 


acting like a king! Cheer up, now! I'll see that you get the 
vineyard which you want!” 

Jezebel, you see, was a stronger character than Ahab was. 
But she was a very wicked woman. 

She did not hesitate. She made a plot. She wrote letters 
to the elders of Jezreel, sealing them with Ahab’s seal. She 
commanded a day of fasting, as if some great sin had been 
committed in the city. Then she hired two wicked men who 
accused Naboth of speaking against God and the king. For 
this supposed sin, Naboth was tried and condemned to death 
by stoning. And the sentence was carried out. Naboth was 
stoned to death. His property was forfeited to the king. 

The news was carried to Jezebel, who, in turn, reported to 
Ahab that Naboth was dead, and that the vineyard was his. 
He did not ask how Jezebel had brought this about; he only 
hastened to go to Jezreel, to take possession of the vineyard 
of Naboth. 

In the meantime God had given another message to the 
Prophet Elijah, and Elijah obeyed the command. As Ahab 
walked through the vineyard one day, he saw the tall, men- 
acing figure of the prophet coming near. 

“ Hast thou found me, O mine enemy?” he asked. 

“T have found thee,’ Elijah answered, “ because thou 
has sold thyself to do that which is evil in the sight of God. 
Then he condemned the king in the most terrible words. And 
they were more terrible still because they were not his own 
words, but the words of Jehovah, spoken by his messenger. 
Evil was to come to Ahab; he was to die, and dogs were to 
lick his blood in the place where they had licked the blood of 
Naboth, when he was stoned to death. To Jezebel, too, mis- 
fortune was to come, for at her death, also, dogs were to 
eat her body, by the walls of Jezreel. 

And all these evils were to come because, among all the 
kings of Israel, “ there was none like unto Ahab, who did sell 
himself to do that which was evil in the sight of Jehovah, 
whom Jezebel his wife stirred up.” 


HANDWORK AND Map Work 


Model on the sand table a relief map of the region in 
which Samaria and Jezreel were situated. 


192 JUNIOR CHURCH SCHOOL LESSONS 


NoteBook Work 


Continue in your notebook the story of Elijah and Ahab. 


A PossIBLE PROJECT 


Arrange among yourselves to have the story of Naboth 
written, and read or told by various members of your group 
of fellow students, as if they were various people of the 
time. Let one boy be ohe of Naboth’s friends, who knew 
him well, and knew the kind of life he led; let a girl be one 
of Jezebel’s maids in waiting; let another boy be Ahab; 
another be Elijah; and let another girl be Jezebel. 


Mrmory WorkK 


If there is any of the Memory Work in this book of which 
you are uncertain, review it, until you know it perfectly. 


A Story oF A MAN WuHo Was UNLIKE AHAB 


Some of the early settlers of this country bargained with 
the Indians that for each fishhook given they were to give 
as much land as a bullock’s hide would cover. But the 
settlers cut the hide into thin strips, and made it cover a 
large area. William Penn, when he first came to Pennsyl- 
vana, bargained with the Indians that he would give a cer- 
tain number of articles for as much land as a man could 
walk around in a certain time. The man covered so much 
more ground than the Indians believed he would, that they 
became dissatisfied and threatening. But Penn said to them, 
“You agreed to this way of measuring.” His companions 
wished to force the carrying out of this agreement, but Penn 
replied that it would be wrong toward these simple children 
of the prairies; he asked them what they thought would be 
right, and they simply demanded a few more rolls of cloth, 
to which Penn agreed. Not only was war averted, but the 
Indians were pleased with the fair and just spirit shown by 
the strangers, and became their friends——JAMEs TERRY 
WHITE. 


JUNIOR CHURCH SCHOOL LESSONS 193 


SUNDAY SESSION 

ONE PROPHET AGAINST FOUR HUNDRED 
I Kings 22: 1-18, 26-37 
THe Memory VERSE 


“The lip of truth shall be established for ever ; 
But a lying tongue is but for a moment.” 


—Proverbs 12: 19. 


THE Lesson STORY 


You remember that Rehoboam, the son of Solomon, fol- 
lowed his father as king of the Southern Kingdom of Judah. 
After a reign of seventeen years, Rehoboam died, and was 
followed by his son Abijam. Abijam ruled three years, and 
then was succeeded by Asa, who ruled forty-one years. His 
son Jehoshaphat, followed him as king. Jehoshaphat was 
king in Judah at the same time that Ahab was king in Israel. 

Never, since the days of Rehoboam and Jeroboam, had 
there had been friendship between the kings of Israel and of 
Judah. But now they became friends. Athaliah, the 
daughter of Ahab and Jezebel, became the wife of Jehoram, 
the son of Jehoshaphat. King Jehoshaphat was invited by 
King, Ahab to Samaria, and a great feast was given in his 
honor. 

Now, at this time, there was war between Israel and 
Syria, the country to the north. Ahab asked Jehoshaphat to 
become his ally in the war and to go into battle with him. 
This Jehoshaphat agreed to do, on one condition. He wanted 
Ahab to ask God’s will about the matter. To this Ahab 
consented, and he sent for the prophets connected with his 
court—not Elijah, this time, but four hundred men who 
pretended to speak God’s will. These four hundred men, 
knowing what Ahab wanted to do, urged the kings to fight, 
saying that Jehovah would be with them. 

For some reason Jehoshaphat was not satisfied with the 
prophecy of these men. He asked if there were not some 
other prophet to tell God’s will. 

“There is another,” acknowledged Ahab. “ His name is 
Micaiah. But he never prophesies good. He is a prophet of 
evil.” (You see, Micaiah was really the only prophet of the 


194 JUNIOR CHURCH SCHOOL LESSONS 


true God at hand. The four hundred prophets were just 
false pretenders, who said those things that they knew the 
king would like.) 

Jehoshaphat, however, persisted, and Micaiah was sent 
for. He did not want to obey the king’s message. ‘The 
king’s messenger urged him to speak good words, and so’ 
please the king. 

“T will speak just what God tells me to speak,” said 
Micaiah. He would be a true prophet, no matter what 
happened. 

In the meantime the four hundred prophets were gathered 
before the kings at the city gates. One of them, Zedekiah, 
had made for himself a pair of iron horns. ‘“ With these 
shalt thou push the Syrians, until they be consumed,” he 
said to Ahab. And all the other prophets said, too, that 
the kings would win the war. 

Then Micaiah came to the gate. The kings asked him in 
turn what would be the outcome of the war. 

“The others say that you will win it,” answered Micaiah 
mockingly. | 

“Don’t mock me! ‘Tell me the truth!” commanded King 
Ahab sharply. 

“T saw all Israel scattered upon the mountains, as sheep 
that have no shepherd,” said Micaiah. “ And Jehovah said, 
These have no master; let them return every man to his 
house in peace.” By this he meant that Ahab would be 
killed in the battle. 

“Did I not tell you so?” said Ahab, turning to Jehosha- 
phat. “He is the prophet of evil.” And angrily he sent 
Micaiah to prison. 

But although Micaiah was only one prophet against four 
hundred, he spoke God’s message, and his words came true. 
Ahab and Jehoshaphat went into battle. Ahab tried to dis- 
guise himself, but in spite of this he was wounded by an 
unknown bowman, and although he continued in the battle 
until evening he died then from his wound. All that day the 
blood from his wound stained his chariot. And when it was 
taken to Samaria, and washed in the pool there, the dogs 
licked the blood of the king. So the words of Elijah the 
prophet were fulfilled: ‘‘ Shall dogs lick thy blood, even 
thine.” 





JUNIOR CHURCH SCHOOL LESSONS 195 


3ut King Jehoshaphat returned safely to Judah, where he 
ruled for seven years more. 


Puttinc THE Lksson INTo THE LIFE oF THE CLAss 


God wants his followers to stand bravely for the right, 
even when they are few. “One with God is a majority.” 





Moral courage means doing what one’s conscience knows 
to be right, although it means standing alone against those 
who seemed to be our friends. It is the finest kind of 
courage. 





ONE AGAINST Four HuNDRED 
(A Junior Bible Play) 
KING AHAB’S COURT 


Kine Anas. (To his servants): Know ye that Ramoth- 
gilead is ours, and we are still, and take it not? (To 
King Jehoshaphat) Wilt thou go with me to battle to 
Ramoth-gilead ? 

KING JEHOSHAPHAT OF JUDAH: I am as thou art, my people 
as thy people, my horses as thy horses. Inquire first, I 
pray thee, for the word of Jehovah. 

Kine Anas, (To his four hundred prophets): Shall I go 
against Ramoth-gilead to battle, or shall I forbear? 
THE PropHEts: Go up; for the Lord will deliver it into the 

hand of the king. 

JenosHapnuatT: Is there not here a prophet of Jehovah be- 
sides, that we may inquire of him? 

AuwAs: There is yet one man by whom we may inquire of 
Jehovah, Micaiah the son of Imlah: but I hate him; for 
he doth not prophesy good concerning me, but evil. 

JeHosHAPHAT: Let not the king say so. 

Auas. (To an officer): Fetch quickly Micaiah the son of 
Imlah. 

Fase PRoPpHET, ZEDEKIAH: Thus saith Jehovah, With these 
horns shalt thou push the Syrians, until they be 
consumed. 

ALL THE PropHeEts: Go up to Ramoth-gilead, and prosper ; 
for Jehovah will deliver it into the hand of the king. 


196 JUNIOR CHURCH SCHOOL LESSONS 


MICAIAH’S HOUSE 


Kine’s OFFicer: Behold now, the words of the prophets 
declare good unto the king with one mouth: let thy 
word, I pray thee, be like the word of one of them, and 
speak thou good. 

MicataH: As Jehovah liveth, what Jehovah saith unto me, 
that will I speak. 


KING AHAB’S COURT 


Auas: Micaiah, shall we go to Ramoth-gilead to battle, or 
shall we forbear ? 

MrcataH. (Very mockingly) : Go up and prosper; and Je- 
hovah will deliver it into the hand of the king. 

Auas. (Angrily) : How many times shall I adjure thee that 
thou speak unto me nothing but the truth in the name of 
Jehovah? 

MicatAH: I saw all Israel scattered upon the mountains, as 
sheep that have no shepherd: and Jehovah said, These 
have no master; let them return every man to his house 
in peace. 

AuaAs. (To Jehoshaphat): Did I not tell thee that he would 
not prophesy good concerning me, but evil? (To his 
officers) : Take Micaiah, and carry him back unto Amon 
the governor of the city, and to Joash the king’s son; 
and say, Thus saith the king, Put this fellow in the 
prison, and feed him with bread of affliction and with 
water of affliction, until I come in peace. 

MicataH. (Warningly): If thou return at all in peace, Je- 
hovah hath not spoken by me. Hear, ye peoples, all 
of you. 


THE BATTLE-FIELD 


AHAB TO JEHOSHAPHAT: (On one side of the field) I will 
disguise myself, and go into the battle; but put thou on 
thy robes. 

THE Kine oF Syria. (To his soldiers on the opposite side 
of the field): Fight neither with small nor great, save 
only with the king of Israel. 


JUNIOR CHURCH SCHOOL LESSONS 197 


SOLDIERS. (Starting forward): Surely it is the king of 
Israel. 
(Jehoshaphat cries out. Soldiers see that he is not 
Ahab, and turn aside.) 

Anas. (Wounded): Turn thy hand, and carry me out of 
the host; for I am sore wounded. 

SOLDIERS OF IsRAEL: Every man to his city, and every man 
to his country. 

Surely Jehovah hath spoken through the true prophet. 
King Ahab hath fallen in Ramoth-gilead, and is dead. 
—ELIzABETH J. BROWN. 


EXPRESSIONAL SESSION 
MORAL COURAGE 
John 18:15-17; Acts 5: 25-29 


SUCGESTIONS FOR THE LEADER’S OPENING ADDRESS 


Micaiah, in Old Testament days, stood bravely for the 
right, as had Elijah, also. Like Luther, in later times, he 
stood against his enemies, and spoke the words; which he 
knew that God wanted him to speak. He was quite different 
from Jacob, who told a lie because he was not brave enough 
to stand for the truth, or from Peter, who said that he did 
not know Jesus at a time when the Master was in trouble. 
Micaiah showed moral courage. He was not afraid to be 
one against many. Peter was a moral coward at first but 
through following Jesus, he became a hero, “ Peter the 
rock,” who spoke what he knew to be the truth, who obeyed 
God rather than men. We Juniors to-day, too, want to be 
heroes for the right, to have moral courage as had Micaiah, 
and Peter the brave, and Luther. Let us ask God to help 
us in this. ; 


Tue Criass PRAYER 


Our Father, help us to be heroes in the fight for the right. 
Help us to stand forth bravely as thy followers, and to have 


198 JUNIOR CHURCH SCHOOL, LESSONS 


moral courage. We ask in the name of Jesus, who will help 
us as he helped Peter, to be brave in every way. Amen. 


VERSES FoR USE IN THE MEETING 


Joshua 1:6, 9; II Samuel 10:12; Psalm 27: 14; II Chron- 
wclesw19 lle ActseZzGealo. 


Hymns THAT May Be USED IN CONNECTION 
WITH THE MEETING 


“The Fight Is On.” 

*“ Soldiers of Christ, Arise.” 

“©O Love that Casts Out Fear.” 
“Courage, Brother! Do Not Stumble.” 
“ Speak the Truth, for That Is Right.” 
“Who Is on the Lord’s Side?” 


QUESTIONS FoR USE IN THE MEETING 


1. How did Jacob show that he was a moral coward ? 

2. How did Peter, the moral coward, become Peter the 
brave? 

3. How did Elijah show courage? Daniel? Joseph? 
Did any of these men show moral courage f : 

4. Isa liar ever brave? 

5. Is it ever brave to tell a lie? Is it ever right to tell 
alies 

6. How can you show moral courage? 


Topics For DiscussION OR REPORTS 


Moral and Physical Courage. Which Is Better? 
How a Moral Coward Became a Hero for the Right. 
Moral Cowards of the Bible. 

Moral Courage in the Bible. 

Modern Examples of Moral Courage. 

How Juniors Can Show Moral Courage. 


SA oer de 


To READ DuRING THE MEETING 


“Right makes might.” 
“ Be sure you’re right ; then go ahead.” 


JUNIOR CHURCH SCHOOL LESSONS 199 


“To thine own self be true; 
And it must follow, as the night the day 
Thou canst not then be false to any man.” 





Give us courage to be frank, absolutely frank, fearless, 
honest, and true. It will lighten the heart, glorify the soul, 
and bring into the face the glow of beauty and righteous- 
ness that grows brighter and brighter unto the perfect day. 

—George H. Knox. 


Lincoln showed the quality of his courage, when, against 
the advice of Congress, he made the call for an additional 
five hundred thousand recruits. He was told it would pre- 
vent his reelection. With flashing eyes he replied: “‘ It is 
not necessary for me to be reelected, but it is necessary for 
the soldiers at the front to be reenforced by five hundred 
thousand men, and I shall call for them; and if I go down 
under the act, I will go down, like the Cumberland, with my 
colors flying.”—James Terry White. 


SoMETHING To Do TH1s WEEK 


Show your moral courage. Be brave at every oppor- 
tunity that comes to you. In every way, prove yourself 
valiant for the right. 

God gives to his followers courage to stand for the right 
and to speak the truth, when they go forward in his strength, 
saying as Micaiah said, “ What God tells me to say, I will 
say.” 


Tue Lesson TRUTH IN Your LIFE 


I will stand firmly for the right, no matter who or what 
~stands on the other side. 


E}XPRESSIONAL ACTIVITY 
During the week, stand firmly for what you know to be 
the right. 
To READ WITH THE LESSON 


There was a prominent American officer at the time of the 
Revolutionary War, named General Joseph Reed. The offi- 


200 JUNIOR CHURCH SCHOOL LESSONS 


cers of the English Army were anxious to find some one of 
importance who would be a traitor to the American cause, 
and tell them what was going on. One of the commissioners 
of King George went to General Reed, and offered him fifty 
thousand dollars, and a public office besides, if he would 
agree to. promote the British interests. General Reed re- 
plied immediately, “ I am not worth purchasing ; but such as 
I am, the king of Great Britain is not rich enough to buy 

me!” And so it was with Micaiah, the prophet. He would 
not speak otherwise than as God commanded him to speak, 
for all the power of King Ahab. And should we not all try 
to follow the example of such men as these? 


CAS LMP MME RS OOH 
WEEK DAY SESSION 
THE ENDING OF ELIJAH’S WORK 
I Kings 19: 19-21; II Kings 2: 1-18 
THe MrMory VERSE 


“And it came to pass, when they were gone over, that 
Elijah said unto Elisha, Ask what I shall do for thee, before 
I am taken from thee. And Elisha said, I pray thee, let a 
double portion of thy spirit be upon me.”—II Kings 2: 9. 


THE LESSON STORY 


Do you remember the day when God spoke to Elijah upon 
Mount Horeb, through the still, small voice? There were 
three things that God told him to do: to anoint a new king of 
Damascus ; to anoint a new king of Israel; and to anoint his 
own successor in the office of prophet. The man who was 
to follow Elijah was Elisha, the son of Shaphat. 

Elijah obeyed God’s command. From Mount Horeb he 
went back to Israel. He found Elisha plowing in the field, 
directing his father’s servants, who were plowing with 
eleven yoke of oxen, while Elisha himself was guiding the 
twelfth pair. 

Elijah drew near to Elisha, and cast his mantle over his 
shoulders. This was a sign that Elisha was to take his place 
as prophet. 

Elisha did not hesitate. He knew that God wanted him 
to work for him, and so, asking permission only to say 
good-by to his father, and to give a farewell feast to his 
people, he went after Elijah, and became his attendant. 

Elisha was a very different kind of man from Elijah, 
«although they were both loyal followers of the true God. 
Elijah was a prophet of thunder and the sword; Elisha was 


201 


202 JUNIOR CHURCH SCHOOL LESSONS 
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JUNIORS CHURCH SCHOOL; LESSONS 203 


a quieter worker ; Elijah was a man who lived in wild, unin- 
habited places; Elisha went among the people of the cities, 
everywhere helping those whom he met. 

For some time Elisha was the attendant of Elijah, learning 
the lessons which the older prophet could teach him, listening 
to his counsels, serving him in many ways. ‘Then the time 
drew near when Elijah knew that the end of his life and his 
work was approaching. The two men were in Gilgal. They 
were about to set out from the city. 

“Stay here,” Elijah said to Elisha. “The Lord has sent 
me to Beth-el.” 

“As Jehovah liveth, and as thy soul liveth, I will not leave 
thee,” answered Elisha. In some way he must have known, 
also, that Elijah’s work in the world was almost finished. 

So the two prophets went on to Beth-el, where there was 
a group of men called “the sons of the prophets,” who were 
trying to strengthen the worship of the true God in Palestine. 
In some way they, too, knew that Elijah’s life was nearing 
the end. 

“Do you know that God is going to take away your master 
very soon?” they asked Elisha. 

“Yes,” answered Elisha. “ Hold your peace.” 

God commanded Elijah to go still farther, to Jericho. 
Again he told Elisha to remain, and again the younger 
prophet refused to do this. And in Jericho, also, much the 
same thing happened as had happened in Beth-el. There, 
also, the sons of the prophets knew that the end of Elijah’s 
life was approaching. 

Elijah commanded Elisha, again, at Jericho to remain be- 
hind while he went farther, and again the younger prophet 
refused to obey. So the two men—the older man still wear- 
ing his “ mantle,’ or outer garment made of the skin of an 
animal, went on until they came to the Jordan River. Fifty 
men, sons of the prophets, followed after them. 

As these men watched they saw Flijah take off his mantle, 
and wrap it together. He struck the waters of the Jordan 
with it, and before their eyes, the river divided, so that the 
two prophets passed over on dry land. Then they disap- 
peared from sight, and the fifty men waited in awe, to see 
what would happen next. 

As they passed through the river, Elijah spoke to Elisha. 


204 JUNIOR CHURCH SCHOOL LESSONS 


“ Ask what I shall do for thee, before I am taken from 
thee,” he said. 

“T pray thee, let a double portion of thy spirit be upon 
me,” the younger prophet answered.’ By this he did not 
mean that he wanted or expected twice as much power as 
Elijah had, but the portion of an older son in a family, who, 
according to Jewish custom, received twice as much as the 
younger sons. He knew that he was to be Elijah’s successor, 
and he wanted to follow in the footsteps of his master. 

“That is a hard thihg to promise,” said Elijah. “ Never- 
theless, if thou seest me when I am taken from thee, it shall 
be so unto thee.” 

On and on they went, talking of many things. As they 
talked, suddenly there appeared a chariot and horses of fire 
in the heavens; they were parted from one another; there 
was a sudden whirlwind, and Elijah was carried up into 
heaven. 

Elisha saw what happened. He knew that he would never 
see his master again, and he tore his garments and cried out 
in grief: “ My father, my father! You are more to Israel 
than horsemen and chariots!” which means that Elisha felt 
that Elijah’s faith in the true God was a greater protection 
to Israel than warriors and weapons could be. 

Elisha had seen what happened to Elijah. He knew that 
his wish had been granted, and that he was to have power to 
continue his master’s work. ‘The old prophet’s mantle had 
fallen to the ground, as the two men were parted. Elisha 
picked it up. He went quickly back to the Jordan River. As 
Elijah had done he struck the waters with the mantle. 
Before him, also, they separated, and he passed through the 
river on dry land, 

The sons of the prophets were still watching. As they saw 
what happened, they said to one another, “ The spirit of 
Elijah doth rest on Elisha.” And in acknowledgment that 
he was now their leader, they came and bowed themselves to 
the ground before him. 

But still they were not quite persuaded that Elijah would 
not return. Although Elisha told them that it was useless, 
they spent three days searching for Elijah. 

But Elisha had returned to Jericho. There he remained 
quietly until the fifty men came back from their useless ef- 


JUNIOR CHURCH SCHOOL LESSONS 205 


forts. He knew that Elijah’s work was ended, and that it 
was time for his work to begin. 


HANDWORK AND Mar WorkK 


On the sand table make a map of the region in which the 
events of this lesson took place, indicating Gilgal, Beth-el, 
Jericho, and the Jordan River. 


NoreBooK WorK 


As your last lesson on the life of Elijah, tell the story of 
the lesson from the point where the two prophets came to 
Jericho, pretending that you are one of the sons of the 
prophets. Write the story in the first person. 


A REVIEW SUGGESTION 


As special work, write a comparison of the time when the 
waters of the Jordan River separated before this, Joshua, 
chapter 3, and this time, 


MeEMory WorkK 


Learn the words of the following hymn. T,ook up any 
words that you do not understand. 


“We are living, we are dwelling 
In a grand and awful time; 
In an age on ages telling, 
To be living is sublime. 

Hark! the waking of the nations, 
Gog and Magog to the fray: 
Hark! what soundeth is creation’s 
Groaning for its latter day. 


“Worlds are charging, heaven beholding; 
Thou hast but an hour to fight; 
Now, the blazoned cross unfolding, 
On, right onward, for the right! 
On! let all the soul within you 
For the truth’s sake go abroad; 
Strike! let every nerve and sinew 
Tell in ages, tell for God.” 


A CiAss ProjeEcr 
Keep your eyes open, and select what seem to you the most 


206 JUNIOR CHURCH SCHOOL LESSONS 


interesting events in the life of Elisha, and put them into a 
class play, to be given at the end of the lessons about the 
great prophet. 


SUNDAY SESSION 
ELISHA, THE*PROPHE TOP HEE PRU ISNT. 
II Kings 2: 19-22; 4: 1-7, 38-44; 6: 1-7 
THE MreMory VERSE 
“Be ye kind one to another.’”’—Ephesians 4: 32. 


Ture Lesson Story 


Elisha, the successor of Elijah, was a very different sort 
of man from his master. Flijah had been a dweller in the 
wild places; Elisha went among the people of the cities. 
Elijah had spoken messages which brought terror to the 
hearts of those who heard them; Elisha was the prophet of 
kindness. He performed more miracles which helped people 
in their everyday lives than did any other man in the Old 
Testament. Even as he went back to Jericho, when the 
fifty sons of the prophets were making their vain search for 
the body of Elijah, he began his service for others. 

Jericho was a beautiful city, situated in the valley of the 
Jordan, west of the river, at the foot of the ascent to the 
mountainous table-land of Judah. It was called “ the city of 
palm trees,” because of the number of palm trees there. 
But at this time there was something the matter with the 
spring which supplied water for the people of Jericho. It 
was poisonous to human beings, and destructive to vegetable 
life. The men of the city spoke to Elisha about this, and he 
commanded them to bring to him a new cruse, or bottle. 
Into this they were to put salt. 

Elisha took the cruse containing the salt. He went to the 
spring, and cast the salt into it, speaking words which God 
must have commanded him to speak: “Thus saith Jehovah, 
I have healed these waters; there shall not be from thence 
any more death.” 

And from that time, even until to-day, the waters of the 


JUNIOR CHURCH SCHOOL LESSONS 207 


spring at Jericho are wholesome both to men and _ to 
vegetation. 

Another example of Elisha’s kindness to others was the 
way in which he helped the widow of one of the sons of the 
prophets. This poor woman had been left with two sons to 
take care of. Her husband had owed money at the time of 
his death, and now the creditor wanted to take the two boys, 
to work as slaves for him until the debt was paid. She went 
to Elisha for help. 

The prophet asked her what she had in the house. 

“Only a pot of oil,” she answered. 

“Go, borrow as many pots and empty vessels, as you can, 
from your neighbors,” Elisha commanded. “Go into your 
house with your two sons, and shut the door. Then pour 
your oil into the vessels that you have borrowed.” 

Probably the poor woman wondered what all this work 
meant. But she trusted the prophet and did as he com- 
manded. She poured the oil from her pot into one of those 
that she had borrowed. It was soon filled. And her own 
pot still contained oil! She filled another of the borrowed 
vessels—and another—and another—until every one of them 
was filled! 

Quickly she hurried to the prophet. 

“ What shall I do now?” she asked. 

“ Sell it, and pay your husband’s debts,” he answered, 
“and there will be enough for you and your children to live 
on, besides.” 

At still another time Elisha was with the sons of the 
prophets at Gilgal. It was a time of famine, and they 
had prepared a sort of soup from vegetables which they had 
gathered in the fields. In some way a poisonous plant 
had been put in the broth by mistake, and they could not eat 
it. ‘This was a serious matter, for food was scarce, and hard 
to get. Elisha, however, told them to add some meal to the 
dish, and this made it wholesome. Again, he fed a hundred 
men with twenty barley loaves, and a sack of uncooked corn. 

Another miracle which showed Elisha’s helpfulness in 
little things, occurred to one of the sons of the prophets. 

This group, probably those men who lived in Jericho, de- 
cided to build for themselves a larger house, near the Jordan 
River. One of the men borrowed an ax to use in the work. 


208 JUNIOR CHURCH SCHOOL LESSONS 


As he was cutting down a tree, the ax head came off, and 
fell into the river. This was a great loss, for in those days 
axes were expensive, and, moreover, this ax had been 
borrowed. 

Elisha saw that help was needed. He asked where the ax 
head had fallen into the water. He cut a stick, and threw it 
in at the place, and immediately the iron ax head floated to 
the surface, so that the son of the prophet easily recovered it. 

In such ways as these, as well as in greater ways, Elisha 
showed his kindness. ~ He was interested in even the very 
little things that happened among the people. 


PuTTING THE Lesson INTO THE LIFE OF THE CLASS 


Elisha was one of the greatest prophets of the people of 
Israel, and yet he did not hesitate to do little kindnesses for 
others. He was interested in the little things that happened 
to God’s people. 





Elisha might have been angry at the sons of the prophets 
of Jericho because they did not take his word when he told 
them that they would not find the body of Elijah. But in- 
stead, his first act after this was an act of kindness to them. 





We are not able to perform miracles as Elisha did, but we 
can help others in many ways. Let us try to do this, to the 
very best of our ability. 





Elisha did the work that came next to his hand to do, 
whether that work was little or great. We should not neglect 
to do the little things, because we are waiting for the greater 
things to come, by and by. 


THE Lesson TRUTH IN Your LIFE 
Elisha did not hesitate to do that which came next, no 
matter how small the work seemed. We, too, will try to do 
with all our might and main that which comes next. 
EXPRESSIONAL ACTIVITY 
Do something kind for some one this week. 


JUNIOR, CHURCH SCHOOL LESSONS 209 


A Story To READ 


General Joseph Garibaldi, the great Italian patriot, was 
very much like Elisha in his kindness to everyone whom he 
met. His duties as the general of the Italian army did not 
prevent him from helping in little ways. One night, in the 
year 1861, as he was going to his headquarters, he met a 
shepherd who was grieving because he had lost one of the 
lambs of his flock. As soon as the general had returned to 
his camp, he told his officers that he intended to scour the 
mountains in search of the missing animal. His soldiers 
became interested, and a great expedition was organized. 
Lanterns were brought, and they started off with enthusiasm. 
But no lamb was found, and soon the soldiers returned to the 
camp, and went to bed. The next morning, when General 
Garibaldi’s servant went to waken him, he was amazed to see 
the old general bring the lost lamb from under his covering, 
where he had kept it warm. ‘‘’The man who had endured 
hardship and persecution, cold and hunger, nakedness and 
exile to make his native land free, had thought it a worthy 
task to keep up his search throughout the long night for the 
lost sheep until he had found it.” 


EXPRESSIONAL SESSION 
HOW eLULELE- DEEDS OF KINDNESS HELP 
Matthew 10: 42 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


Do you ever feel that what you can do in the world is very 
little in comparison with what should be done, and that it 
does not amount to much? Perhaps sometimes Elisha felt 
that he was too great a man to spend his time in making an 
an unhealthful dish of food wholesome, or in rescuing a lost 
ax head. These were little kindnesses for a great prophet of 
God to do. But I am sure that he did them willingly and 
gladly. He liked people; he liked to help them. And we, 
too, must do the little things that come next for us to do so 
that we can be prepared to do the greater things which will 


210 JUNIOR CHURCH SCHOOL LESSONS 


come to us when we grow older. Let us ask God to help us 
to be ready always to do what comes next to our hands to do. 


THE CLAss PRAYER 


Our Father in heaven, help us to do with all our might 
and main the next things, even though they seem but litile 
to us. Prepare us to do the greater things, which doing the 
little things will help to make us ready to do. We ask in 
Jesus’ name. Amen. 


VERSES FoR USE IN THE MEETING 


Proverbs 31:26; Luke 19: 17; Piaersiehs 4; I Corinthi- 
ans 13:4. 


Hymns tHat May Br Usep IN CONNECTION 
WITH THE MEETING 


“The Wise May Bring Their Learning.” 
“ Little Deeds of Kindness.” 
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QUESTIONS FoR UsE IN THE MEETING 


1. In what ways was Elisha different from Elijah? 

2. Tell the story of one of Elisha’s deeds of kindness. 

3. Did Jesus ever perform any miracles which resembled 
those of Elisha? What were they? 

4. How cana Junior show himself kind? 

5. Have you done a kind act to-day? 


TOPICS FOR DISCUSSION OR REPORTS 


Elisha’s Little Deeds of Kindness. 

The Cup of Cold Water. 

Little Things in God’s Kingdom. 

A Comparison of Jesus’ Miracles and Elisha’s. 

A Junior’s Deeds of Kindness. 

Little Kindnesses Which Have Proved Important. 
A Kind Deed a Day. 


EN Se SNS ge 


To READ IN THE MEETING 


Do a kind act every day—but do not do it for the sake of 
a reward. Do it because it is right. 


JUNIOR CHURCH SCHOOL LESSONS 211 


“True worth is in being, not seeming; 
In doing each day that goes by 
Some little good; not in dreaming 
Of great things to do by and by.” 


Even the mighty mountain range is made up of the tiniest 
particles of matter. So a person who is known as “ kind,” 
often gains that reputation by many little deeds of kindness. 


“A great engine goes dashing along at a high rate of 
speed, plowing its way against wind, and defying every ob- 
struction. But little snowflakes, steadily falling upon the 
track, grow into a heap that brings the monster to a 
standstill.” 


“She doeth little kindnesses 
Which most leave undone, or despise: 
For naught that sets one heart at ease, 
And giveth happiness or peace, 
Is low-esteemed in her eyes.” 


“Who sweeps a room as for God’s laws 
Makes that and the action fine.” 


SOMETHING To Do THis WEEK 


Study the different deeds of kindness which Elisha per- 
formed, about which you have learned. Try during the 
week to do one deed of kindness, at least, which seems to 
you equivalent to a deed of kindness which Elisha did. 


CHAP RAR ee Lil 
WEEK DAY SESSION 
ELISHA AND THE SHUNAMMITE WOMAN 
II Kings A: 8-16 
Ti Memory VERSE 


“Forget not to show love unto strangers: for thereby some 
have entertained angels unawares.”—Hebrews 13: 2. 


THE LESSON STORY 


Elisha traveled from place to place, preaching and teach- 
ing and helping others. As he went on his travels, he often 
passed through the city of Shunem, a place situated about 
fifty-three miles north of Jerusalem. This was one of the 
most beautiful and fertile portions of Israel. 

In Shunem, there lived a great-hearted, hospitable woman 
and her husband—a man who seems to have equaled his wife 
in generosity and good will. These people were well to do; 
they lived in comfortable circumstances, with a comfortable 
home, and a farm. They had servants to wait upon them. 
But they had no children, and often they must have longed 
for sons and daughters. 

One day when Elisha was passing through Shunem, the 
Shunammite invited him to stay at her home. He became 
friends with her and her husband, and always after that 
when he was in the neighborhood, he stayed there. This 
happened so frequently that the Shunammite woman sug- 
gested to her husband that they build for the prophet of God 
a little room on the “ wall,” which might be his very own. 
There he might stay whenever he came to Shunem. 

Quickly they carried out the plan. They built the room 
on the roof of the house, with an outside stairway. They 
furnished it with a bed and a stool and a table and a candle- 
stick. And then, when the prophet next came to Shunem, 


212 


JUNIOR CHURCH SCHOOL LESSONS 213 


you can imagine their pleasure in taking him to it, and telling 
him how they had built it for him, and that it was ready for 
him to use whenever he saw fit to do so. 

Elisha, who so often did kind deeds for others, was grate- 
ful and thankful to those who showed such kind thought for 
him. He used the room and found out how very pleasant 
and comfortable it was. He wanted to show his appreci- 
ation in some way. 

He called the Shunammite woman to him, and asked her 
what he could do for her. “ Shall I speak to the king about 





AN ORIENTAL HOUSE. 


you?” he asked. “Or is there anything that I can do with 
the captain of the army?” (In those days it was sometimes 
a good thing to have friends among the soldiers, who would 
help to protect the country in time of attacks from the enemy 
Syrians, or Assyrians. ) 

But the woman shook her head. “No, there is nothing 
that you can do for me,” she answered. “I dwell among my 
own people. I have everything that I want.” 

Still Elisha was not satisfied. ‘“‘ What can I do for these 
good, kind people?” he asked his servant, Gehazi. 

“There is one thing that I can think of,’ Gehazi an- 
swered. “She and her husband have no children.” 


214 JUNIOR CHURCH SCHOOL LESSONS 


“Call her to come here again,” commanded Elisha. Then 
when the Shunammite woman had obeyed, he told her that 
she should have a son—the greatest desire in the heart of a 
Hebrew woman. At first she did not believe him; she begged 
him not to deceive her. 

But Elisha’s promise was carried out. A little son was 
born in the family, and the Shunammite woman and her 
husband were happier than they had ever been before. 


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You remember the way in which many of the houses of 
Palestine were built, do you not? They are often square, 
one-storied buildings, with flat roofs. The roof is one of 
the pleasantest parts of the house, for there the cool breezes 
of the evening can be enjoyed after the heat of the day is 
past. It is often reached by an outside stairway, and sur- 
rounded by a railing. It was at one corner of the roof, on 


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JUNIOR CHURCH SCHOOL LESSONS 215 


the “ wall,” that the Shunammite woman and her husband 
built the room for Elisha. 
HANDWORK 

Make a model of an Oriental house, using the pattern 
given on page 214. Cut on the heavy lines, and fold on the 
dotted lines. Bend up the stairway, to the proper place. 

NoTEBOOK WoRK 
Continue the story of Elisha in your notebook. 


Map Work 
Copy in your notebook the map of the Divided Kingdom 
given with Chapter XIX, and indicate Shunem on it. 
Memory Work 
Learn the words of the following hymn: 


“Love thyself last. Look near, behold thy duty 
To those who walk beside thee down life’s road; 

Make glad their days by little acts of beauty, 
And help them bear the burden of earth’s load. 


“Love thyself last; and thou shalt grow in spirit 
To see, to hear, to know and understand. 


The message of the stars, lo, thou shalt hear it, 
And all God’s joys shall be at thy command,” 


SUNDAY SESSION 
ELISHA RESTORING A CHILD TO LIFE 
II Kings 4: 19-37 
THE MEMory VERSE 


“© death, where is thy victory? O death, where is thy 
sting ?”’—I Corinthians 15:55. 


Tue Lesson STorRY 


The little son of the kind woman of Shunem grew to be 
a boy perhaps four or five years old. He followed his 


216 JUNIOR CHURCH SCHOOL LESSONS 


mother around the house as children do; he went with his 
father around the farm; he must have been a favorite of 
Elisha’s when the prophet of God came to visit at the home 
of his parents. 

One day his father took him out in the fields to watch the 
reapers. The weather was hot, and the sun beat down 
upon them. 

The boy began to complain. “ My head! My head!” he 
said. “Oh, my head! My head!” 

“Carry him to his mother,” his father commanded one of 
the servants. He did not think that there was very much 
the matter with the little boy. 

The servant carried him to his mother; she took him on 
her lap and rocked him; she tried to help his headache; but 
the heat and the sun had been too much for him. In a little 
while the boy died. 

The mother was stunned. But she quickly made up her 
mind what to do. She did not tell anyone what had hap- 
pened. She carried the little lad up to the prophet’s room on 
the roof and laid him upon the bed there. Then she shut the 
door, and went down the stairs. She did not tell even her 
husband what had happened, but asked him to send her one 
of the servants, and to have an ass saddled, so that she might 
go to Elisha. 

“Why do you want to go?” said her husband. “ It isn’t 
a special day, or the sabbath.” 

She did not tell him her reason. Simply she answered, 
“Tt shall be well.” 

As soon as the animal was saddled, she ordered the serv- 
ant to drive as quickly as possible to Mount Carmel, where 
she knew that Elisha was at this time. It was sixteen or 
seventeen miles away. 

When the prophet saw her coming in the distance, he sent 
Gehazi, his servant, to speak to her. 

“Ask her what is the matter, and if it is well with all the 
family,” he told Gehazi. 

But she would not tell the servant what had hapoeneeh 
She went on until she reached Elisha. Then she threw her- 
self at his feet in grief, and told him about her son. 

“Hurry to Shunem,” Elisha commanded Gehazi. “Take 
my staff, and lay it upon the face of the child.” 


JUNIOR CHURCH SCHOOL LESSONS 217 


“ As Jehovah liveth, and as thy soul liveth, I will not go 
without thee,” the mother insisted. And because of her 
pleadings, Elisha went with her to Shunem. 

Gehazi had hurried on ahead. He did as the prophet had 
told him, but there was no sign of life in the little lad’s body. 
He met the prophet and the boy’s mother with the words, 
“The child had not yet awakened.” 

Elisha went up the stairs to the little room on the roof 
top. He shut the door, and prayed. 

Then he went to the bed. He put his mouth against the 
mouth of the child, and his eyes against his eyes, and his 
hands upon the child’s hands. He prayed again. Gradually 
the child’s flesh grew warm. Elisha walked up and down the 
room. Then he went back to the bed, and bent over the boy 
again. And this time, the child sneezed seven times, and 
opened his eyes. He was alive and well, once more. God 
had granted Elisha’s prayer. 

The prophet went to the door. 

“Call the Shunammite,” he commanded Gehazi. How 
gladly and quickly she must have come hurrying up the 
steps! And when she came into the room, the prophet 
greeted her with glad words: 

“Take up thy son! ” 

The woman’s first act was to fall at the prophet’s feet, and 
to thank him for his kindness. Then she carried her son 
downstairs, thanking God for his goodness. 

Can you think what happiness there was in the home 
at Shunem that night? How they must all have rejoiced, 
and thanked God, who had given back to them, on account 
of the prayers of his prophet, the little son who had died, 
but who had been restored to life! 


Purtinc THE Lesson INTO THE LIFE OF THE CLASS 


“The supplication of a righteous man availeth much in 
its working.” 





The woman of Shunem trusted Elisha, the prophet of 
God, although she did not trust his servant, Gehazi. What 
we are shows itself in what we do. Let us try not to dis- 
appoint those who trust in us. 


218 JUNIOR CHURCH SCHOOL LESSONS 


The best things in life come through earnest prayer. 





In a time of trouble, the woman of Shunem went to God’s 
prophet for help. The true Christian wants to follow the 
example of Elisha and of Christ, and to help those who 
need help. 


THE LESSON TRUTH IN Your LIFE 
We will try to help others in every way that we can. 


EXPRESSIONAL ACTIVITY 


If you know some one, who is ill, do some kind act for 
him. For instance, if he is out of school because he has 
sprained his ankle, or for some other reason of that kind, go 
to visit him, and cheer him up. Perhaps you can help him 
to keep up with his lessons. If he is ill with a contagious 
disease, so that you cannot visit him, write him a letter, or 
send him a little present. 


Tur Way in Wutcu Jesus Broucut A CHILD To LIFE 
Luke 7: 11-17 

“And it came to pass soon afterwards, that he went to a 
city called Nain; and his disciples went with him, and a 
great multitude. Now when he drew near to the gate of the 
city, behold, there was carried out one that was dead, the 
only son of his mother, and she was a widow: and much 
people of the city was with her. And when the Lord saw 
her, he had compassion on her, and said unto her, Weep not. 
And he came nigh and touched the bier: and the bearers 
stood still. And he said, Young man, I say unto thee, Arise. 
And he that was dead sat up, and began to speak. And he 
gave him to his mother. And fear took hold on all: and 
they glorified God, saying, A great prophet is arisen among 
us: and, God hath visited his people. And this report went 
forth concerning him in the whole of Judzea, and all the 
region round about.” 


JUNIOR CHURCH SCHOOL LESSONS 219 


EXPRESSIONAL SESSION 


SHOWING GRATITUDE TO GOD AND TO OUR 
NEIGHBOR 


Psalm 100 
SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


Elisha showed his gratitude to the Shunammite woman 
and her husband for their goodness to him, by asking God 
to send to them the gift of a son. And, although the Bible 
story does not say so, the woman and her husband must have 
felt gratitude, and expressed it to God and to his prophet, 
both when the boy was born, and when he was restored to 
life. Elijah, too, had restored to life the son of the widow 
of Zarephath, and that woman, too, must have been grateful. 
Jesus, in New Testament days, restored to life the son of the 
widow of Nain. And in all these cases the people for whom 
the kind acts were done, were grateful. 

We cannot do such kind acts as these for our neighbor, 
nor can our neighbors do such things as these for us. But 
when anyone does for us even a little act of kindness, we can 
show that we appreciate it, and try to do our best not to seem 
ungrateful. God wants us to thank him, too, for the kind- 
ness which he shows to us. Let us thank him now, for some 
of the many kindnesses which he has showered upon us. 


THE CLAss PRAYER 


Every good gift cometh from thee, our Father in heaven. 
We thank thee for the blessings of our homes and of our 
fathers and mothers. We thank thee that we live in a Chris- 
tian land, where we have all sorts of good things which those 
who live in heathen lands do not enjoy. Help us, we pray 
thee, to show kindness to others. Help us to remember that 
inasmuch as we do a kind act for anyone in thy name, we do 
it for thee. We ask in Jesus’ name. Amen. 


VERSES For UsE IN THE MEETING 


Ezra 3:11; II Samuel 2:6; Matthew 25:40; 10:41, 42; 
I Corinthians 15:57; I Timothy 5:4. 


220 JUNIOR CHURCH SCHOOL: LESSONS 


Hymns tTHat May Be Usep IN CONNECTION 
WITH THE MEETING 


“Showers of Blessing.” 

“ We Plow the Fields, and Scatter.” 

“For Thy Mercy and Thy Grace.” 

“All Praise to Thee, My God, This Night.” 
“ All that’s Good, and Great, and True.” 


QUESTIONS FoR USE IN THE MEETING 


1. Give some other Bible accounts of times when chil- 
dren were miraculously restored to life. I Kings 17: 17-24; 
Luke 7: 11-17; 8:41, 42, 49-56. 

2. How did the widow of Zarephath show her gratitude? 

3. How did Jairus show his gratitude? 

4. How can we show our gratitude to God for what he 
does for us? , 

5. How can we show our gratitude to our parents for 
what they do for us? 

6. How can we show gratitude to our neighbors and our 
teachers? | 

7. What should you do if a person shows himself un- 
grateful for a kindness that you have done for him? 


TOPICS FOR DISCUSSION OR REPORTS 


Examples of Gratitude from the Bible. 
The Sin of Ingratitude. 

Showing Gratitude to Neighbors. 
When Others Are Ungrateful. 

The Golden Rule. 


a 


To READ IN THE MEETING 


“Blow, blow, thou winter wind! 
Thou art not so unkind 
As man’s ingratitude.” 





“ Ingratitude is treason to mankind.” 





“Will ye not take the blessings given, 
The priceless boon of ruddy health, 
The sleep unbroken, peace unriven, 
The cup of joy, the mine of wealth— 


JUNIOR CHURCH SCHOOL LESSONS oe) 


Will ye not take them all, and yet 

Walk from the cradle to the grave, 
Enjoying, boasting, and forget 

To thank the gracious God who gave?” 


“If anyone should give me a dish of sand and tell me 
there were particles of iron in it, I might look for them with 
my eyes, and search for them with my clumsy fingers, and be 
unable to detect them; but let me take a magnet and sweep 
through it, and how it would draw to itself the almost in- 
visible particles by the mere power of attraction! The 
unthankful heart, like my finger in the sand, discovers no 
mercies ; but let the thankful heart sweep through the day, 
and as the magnet finds the iron, so it will find in every hour 
some heavenly blessings; only the iron in God’s hand is 
gold.” —OLIVER WENDELL HoLMEs. 


SoMETHING TO Do T'HIs WEEK 


Keep a record of the different acts of kindness which are 
shown to you this week. Consider seriously the question: 
“For how many of these have I shown my gratitude 
sufficiently ? ”’ 


CHAPTER XXIV 
WEEK DAY SESSION 
THE SYRIAN GENERAL AND THE LITTLE MAID 
~IT Kings 5: 1-7 
THE Memory VERSE 


“Even a child maketh himself known by his doings, 
Whether his work be pure, and whether it be right.” 


—Proverbs 20: 11. 


Tue LEsson Story 


To the north of the land of Israel lay Syria, a country 
which was, in Old Testament days, constantly making war 
against its neighbors. Sometimes its armies fought against 
Israel; sometimes the two smaller countries became allies in 
their warfare with one of the greater powers, such as 
Assyria. 

The capital of Syria was Damascus, one of the oldest cities 
in the world, and mentioned in the Bible even as far back as 
Genesis 14:15. It was a very beautiful city in those days, 
and was called “the eye of the East.” It is situated in an 
oasis on the river Barada, which is called in the Bible “ the 
Abanah,” and to this stream Damascus owes its beauty, and 
its very existence. “It rises in the table-land twenty-three 
miles from Damascus and flows through the city in seven 
beautiful streams.” A writer in describing the Abanah says: 
“Tt is the clearest water possible, and singularly bright in 
color, in the morning a full, deep, emerald green, in the 
evening a sapphire blue. It was impossible not to think of 
the two jewels, so exactly did it resemble their clear, gemlike 
hues, at times.”’ A little below the city passed another rapid 
stream, called in the Bible “the Pharpar.” 

In the days when Elisha the prophet was performing so 


222 


JUNIOR CHURCH SCHOOL LESSONS thes 


many acts of kindness in the land of Israel, the king of 
Syria was Ben-hadad II. The king of Israel was probably 
Jehoram, the son of Ahab. 

One of the generals of Ben-hadad was Naaman. He had 
led the Syrian army to victory against Assyria; he was a 
great man with the king; but, better still, he was loved and 
respected in his own home. Naaman was a great general; 
he was a great man; but in some way he had contracted a 
dreadful disease—leprosy, which in those days was incur- 
able. In Israel he would have had to live by himself, and to 
keep away from other people, but in Syria he was allowed 
to go and come as he pleased. However, he knew that he 
would never get well. The disease would become more and 
more terrible, and finally he would die. 

In one of the forays which the Syrians had made into the 
land of Israel, a little girl had been taken captive. She was 
carried off from her own home to Damascus, and there she 
became a maid in the home of General Naaman. She was 
one of the maids who waited on his wife. She must have 
been kindly treated by everyone, even though she was a 
slave, for she tried in every way to help. She saw how ill 
her master was, and one day she said impulsively to her 
mistress : 

“Would that my Lord were with the prophet that is in 
Samaria, he would cure him of his leprosy!” (Even 
though she was far from her home she remembered the true 
God, and the kind deeds of Elisha, his prophet.) 

Naaman’s wife was quick to pay attention to anything 
concerning her husband. She asked questions, and soon 
Naaman had been told all that the little maid of Israel knew. 

Quickly he went to Ben-hadad. ‘The king was glad to 
help his favorite general. He thought that the best way to 
reach the prophet was through the king of Israel, and he 
wrote a letter to him. Soon Naaman and his servants set 
out on the journey to Samaria—more than a hundred miles 
—taking with them presents—ten talents of silver, six thou- 
sand shekels of gold, ten changes of raiment. 

At last they came to Samaria and asked for an interview 
with the king. He read the letter. He had had very little to 
do with Elisha, and he never thought of the prophet of God. 
He thought only that the king of Syria was seeking to quar- 


224 JUNIOR CHURCH SCHOOL LESSONS 


rel with him. In grief and rage he tore his clothes, for he 
did not know what to do. 

But Naaman must have felt even more grieved than did 
King Jehoram. He had believed and hoped in the words of 
the little maid, and now he feared that he must go away 
disappointed, without the cure for which he longed so much. 


A PROBLEM IN ARITHMETIC 


If a talent of silver_.is worth $1950, and a shekel of gold 
is worth $9.80, what was the value of the present of money 
which Naaman took with him to Israel? 

What was the weight, if a talent of silver weighs one 
hundred and sixteen pounds Troy, and a shekel of gold, ten 
pennyweights ? 


HANDWORK AND Map Work 


Draw a map showing the respective locations of Damas- 
cus, with the Abanah and Pharpar Rivers, and Palestine 
with the Jordan River. Indicate Samaria, the capital of the 
Northern Kingdom. 


MrEmMory WorkK 


Write out a little dramatization of this scene, and learn 
the parts. 


THE LirrLueE CAptivE MaIp 


Long, long ago, a captive maid 
A wondrous message gave; 

For she believed in Israel’s God, 
With power to help and save. 

The word she spoke, the truth she told, 
Her haughty master moved; 

And when he sought the way aright, 
The way of life it proved. 


No help or cure was in her hand, 
She was a captive maid; 

But she could tell the way to go, 
To gain the prophet’s aid. 

The sore disease and wasting pain 
Were lost in Jordan’s wave; 

The Syrian captain learned that God 
Was strong to help and save. 


JUNIOR CHURCH SCHOOL LESSONS 225 


So children now can spread the news 
Of Jesus’ power to cure; 
To heal the weary, sin-sick heart, 
And make the spirit pure. 
*Tis Jesus only who can save 
As in the olden day; 
But all may find him if they will; 
A child may point the way. 
—JuLiA H. JoHNsSon. 


SUNDAY SESSION 
ELISHA AND NAAMAN 
II Kings 5: 8-27 


THE MEMory VERSE 


“He that covereth his transgressions shall not prosper ; 
But whoso confesseth and forsaketh them shall obtain 
mercy.’—Proverbs 28: 13. 


Tue Lesson STorRY 


In some way the Prophet Elisha heard of the coming of 
Naaman to King Jehoram of Israel. He sent to the king a 
message, reminding him that there was a prophet in Israel, 
who, through God’s power, could help those who needed 
help. The message was given to Naaman, and with renewed 
hope, he drove to the home of Elisha. 

Naaman was a great man in his own country, you remem- 
ber. He expected the prophet to greet him with great cere- 
mony. Instead of that Elisha sent out to him a messenger. 

“Go and wash in the Jordan seven times,” the messenger 
said, “and thy disease shall be healed.” 

Naaman was angry. He had expected a great miracle. 
He thought that at least the prophet would come to him and 
call upon the name of God, and strike the place where his 
disease had shown itself. And now came the command that 
he should go and wash seven times in the Jordan—that 
dirty, yellow stream, so different from the beautiful Pharpar, 
or the sparkling blue Abanah of his own land. 

“ Are not the rivers of my own land good enough to wash 
in?” he raged. And he turned to go away in anger. 


226 JUNIOR CHURCH SCHOOL LESSONS 


But Naaman’s other attendants loved him just as the little 
maid had loved him. They called him “father.” They 
spoke wisely to him. 

“ My father,” they said, “if the prophet had commanded 
you to do some great thing, in order to gain a cure, you 
would have done it. But he has commanded only a little 
thing. Would it not be wise to do as he has said?” 

Naaman saw the reason in their words. He and his train 
turned toward the Jordan, twenty-five miles away. Swiftly 
they rode down to the«stream. Naaman stepped into the 
river—one—two—three times. And still the ugly signs 
of the disease—the sore spots on his skin—showed. Four 
times—five times—six times. Nothing had happened yet. 
But the seventh time—! Ah, at last! As he stepped out of 
the water this time, he saw that the spots were gone. His 
servants saw it. He was cured! Because he had obeyed 
the words of God’s prophet, the leprosy—that terrible dis- 
ease which no medicine could cure—had left him. Once 
more his flesh was sound and he was a well man. 

The rest of the story is easily told. We can imagine the 
joy with which he returned to the home of the prophet. 
This time Elisha himself came out to him. The great general 
bowed before the prophet. He acknowledged the one true 
God—the only God. He wanted the prophet to take the 
presents which he had brought with him. 

But this Elisha refused to do. He wanted to give God’s 
gift freely to the Syrian general. He sent Naaman away 
in peace. 

And then a dreadful thing happened, for Gehazi, Elisha’s 
attendant, who had been with him so long, showed that he 
was really a covetous, dishonorable man. For when Naaman 
had gone, and Elisha had withdrawn into the house, Gehazi 
followed the general. He asked for a present in the proph- 
et’s name—a talent of silver and two changes of garments. 
And Naaman, in his generous attitude, doubled the gift of 
money, and gave him the garments, sending back servants 
with Gehazi, to carry the gifts. 

Gehazi was afraid to let the servants go all the way to 
the town, lest Elisha should see them. (How much did 
two talents of silver weigh? See page 224. He hid them in 
a house near by, and sent the men away. Then he went to 


- 


JUNIOR CHURCH SCHOOL LESSONS CAM 


his master, and when Elisha asked him where he had been, 
he added a lie to his other sin. 

But Elisha knew. Gehazi could not deceive God’s prophet, 
and in punishment for his sin, the leprosy of Naaman at- 
tacked Gehazi, and he went out from the room a leper, as 
white as snow. 


PuTTING THE LEsson INTO THE LIFE OF THE CLASS 


Obedience to God’s commands, even though we do not 
understand them, brings help in time of trouble. 





“Be sure your sin will find you out.” 





God wants our gratitude in return for his great kind- 
ness to us 





Even the great gifts which Naaman had planned to give 
the prophet of God would not have been enough to express 
his thanksgiving, but his grateful heart was all the thank- 
offering that God wanted. 





The Tenth Commandment says, “ Thou shalt not covet.’ 
Gehazi coveted. The Eighth Commandment says, “ Thou 
shalt not steal.” He practically broke this Commandment. 
The Ninth Commandment says, ‘‘ Thou shalt not bear false 
witness.” All these Commandments Gehazi broke. One sin 
led to another, and so we find that it is even to-day. 


THE LEsson TRUTH IN Your LIFE 


A sin that first seems little, often leads to many others that 
are greater than we dreamed. Let us avoid the first little 
sin, the first little temptation, and so keep free of the 
greater sins. 


EXPRESSIONAL ACTIVITY 


Do some kind act for another this week. 
Show your gratitude to others for some kind act which 
they have done for you this week. 


228 JUNIOR CHURCH SCHOOL LESSONS 


Tue Goop BIsHoP 


Jean Valjean was the son of a woodchopper. His parents 
died when he was very young, and he was left in the care of 
his sister. But, when he was seventeen years old, his sister’s 
husband died, and it was necessary for Jean to undertake 
the support of his seven little nieces and nephews. He was 
a young man of great strength, but he found it very hard to 
provide food for this large family. 

One winter day he was out of work, and the children were 
nearly starved. He could withstand their cries no longer, 
and that night he broke a baker’s window with his fist, and 
stole a loaf of bread which he carried home to the children. 
The next morning he was arrested for his theft, his bleeding 
hand convicting him. 

For this crime he was sent to the galleys, or prison boats. 
He had an iron collar riveted around his neck. To this was 
fastened the iron chain which bound him to his prison seat. 
For four years he endured this. Then he tried to escape, 
but he was caught, and three years were added to his sen- 
tence. He made a second attempt to escape, but this also 
failed, and he was made to spend still more time as a 
prisoner. In all he remained a galley slave for nineteen 
years, for stealing one loaf of bread. 

Naturally, when Jean left the prison, his heart was hard- 
ened on account of the injustice with which he had been 
treated. He was more like an animal than like a man. He 
felt that every man’s hand was raised against him. At last 
in his travels he came to the town where the good bishop 
lived. The good bishop was indeed a good man. He was 
simple and loving, with a great heart. He never thought of 
himself. He loved everyone, and everyone loved him. 

They would not receive Jean at the inn, in this town, 
because they knew that he was an ex-convict and a danger- 
ous man. Wherever he went the knowledge of his past went 
before him, and everyone drove him away. ‘They would 
not even let him sleep in the dog kennel, or give him the 
food that had been saved for the dog. 

Finally Jean came to the house of the bishop. He en- 
tered it. He shouted in a loud, harsh voice: “ Look here. I 
am a galley slave. Here is my yellow passport. It says: 


JUNIOR CHURCH SCHOOL LESSONS 229 


‘Five years for robbery, and fourteen years for trying to 
escape. The man is very dangerous.’ Now you know who 
I am, will you give me a little food, and let me sleep in the 
stable?” 

“Sit down and warm yourself,” said the good bishop. 
“You will take supper with me, and after that sleep here.” 

Jean could not speak for joy. He told the bishop that he 
had money, and could pay for his supper and lodging. 

But the good bishop said: “ You are welcome. This is not 
my house, but Christ’s. Your name was known to me before 
you showed me your passport. You are my brother.” 

The evening passed. At bedtime, the good bishop took a 
silver candlestick that had been given to him at Christmas, 
to light himself to bed. He gave a second candlestick to 
Jean, and led him to a room, where there was a good bed. 
But in the middle of the night, Jean awoke with a hardened 
heart. He felt that the time had come when he could get 
revenge for his many wrongs. He remembered the silver 
knives and forks that had. been used at supper time. He 
made up his mind to steal them and go away in the night. 
He stole downstairs, and took everything that he could lay 
his hands on, and left the house. 

When the bishop awoke, and found that his silver was 
gone, he did not blame Jean. He said: “I have been think- 
ing for a long time that I ought not to keep that silver. I 
should have given it to the poor, and certainly this man 
is poor.” 

But poor Jean was caught. At breakfast time, five sol- 
diers brought him back to the bishop’s house. When the 
good man saw Jean, he called out: 

“Oh, you are back again! J am glad to see you. I gave 
you the candlesticks, too, which are silver, and will bring 
forty dollars. Why did you not take them?” 

Jean was startled by these words, and so were the soldiers. 
“This man told us the truth, did he?” they cried. ‘“ We 
thought that he had stolen the plate, and was running away. 
So we quickly arrested him.” 

But the good bishop only said: “It was a mistake to have 
him brought back. The silver is his. I have given it 
to him.” 

So the officers went away, leaving Jean with the bishop. 


230 JUNIOR CHURCH SCHOOL LESSONS 


“Ts it really true,’ whispered Jean, “that I am free 
to gor” 

“Yes,” said the bishop. “ You may go. But take your 
candlesticks with you. Do not go through the garden. The 
front door is always open to you, day and night.” 

The bishop took Jean’s hand. “Good-by,” he said. 
“ Never forget that you have promised me that you will use 
the money to become an honest man.” 

Jean could not remember that he had promised anything 
like this, but he stood silent, while the bishop continued sol- 
emnly: “ Jean Valjean, my brother, you no longer belong to 
evil, but to good. I have bought your soul for you. I with- 
drew it from black thoughts and the spirit of hate. I have 
given it to God.” 

Thus there began in Jean’s heart a life-and-death struggle 
between the spirit of hate and the spirit of love, and because 
of the bishop’s goodness and kindness, the spirit of love 
won, and Jean became a great and good man.—Adapted 
from Victor Huco’s “ Les Miserables.” 


EXPRESSIONAL SESSION 
ENEMIES WHO BECAME FRIENDS 
Matthew 5: 43-48 
SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


Because the captive Israelite maid in the house of Naaman 
showed herself kind in her service, she became a friend in 
the home of an enemy; because Elisha was kind to Naaman, 
the Syrian general, who had been an enemy, became a 
friend; because Daniel was kind and well behaved, he be- 
came a friend of those who had been his enemies. Because 
Paul was kind and generous with the jailer at Philippi, he 
made him a friend and a Christian. 

There are many, many examples of friendly enemies in the 
Bible, men and women, boys and girls, who come to under- 
stand one another better and so become friends. We, who 
live nowadays, have enemies just as they had in Bible times 


ee 


ae 


JUNIOR CHURCH SCHOOL LESSONS 231 


—personal enemies, national enemies. We need not have 
such enemies if we follow the commands of Jesus, as did 
these people of Bible days. We can love them and do good 
to them. We can try to help them; we can do good to those 
that hate us. Let us try to do this, and so follow the com- 
mands of Jesus. 


THE CLAss PRAYER 


Our Father in heaven, help us to make friends among 
those who have been unfriendly to us. Help us to love them 
and so to win them to friendship for us. We ask in the 
name of Jesus, who, even when he was dying on the cross, 
prayed for his enemies, “ Father, forgive them; for they 
know not what they do.” Amen. 


VERSEs FoR USE IN THE MEETING 


Proverbs 16:32; 17:9, 13; 19:11; Ecclesiastes 7: 9a; 
Matthew 5:7; Luke 6: 36, 37; 23: 34; I John 4: 20, 21. 


Hymns tTuHat May Br Usep IN CONNECTION 
WITH THE MEETING 


“ True-Hearted, Whole-Hearted.” 
“Who Is on the Lord’s Side?” 

“ Stand Up, Stand Up for Jesus.” 

“ Looking Upward Every Day.” 
“Courage, Brother! Do Not Stumble.” 


QuesTIoNs For Usk IN THE MEETING 


1. How did the little Israelitish maid show herself 
friendly among enemies ? 

2. How did Elisha prove friendly to enemies? 

3. How did Abraham prove himself friendly to Lot, after 
Lot had treated him unfairly? 

4. How did Jesus show himself friendly to his enemies? 

5. How can you prove yourself friendly to those who 
seem to have treated you unfairly? 


232 JUNIOR CHURCH SCHOOL LESSONS 


6. Did you ever have an enemy? Is he still your enemy ? 
Then whose fault is it? 


TorpIcs FOR DISCUSSION OR REPORTS 


1. Bible People Who Showed Themselves Friendly 
Among Enemies: (1) Joseph; (2) Naaman’s Little Maid; 
(3) Abigail; (4) Abraham; (5) Paul; (6) Jesus. 

2. How Jesus Showed Love for His Enemies. 


3. Proving Yourself a Follower of Christ. 
4. Doing Good to Those Who Hate Us. 


To READ IN THE MEETING 


There have been many people in the United States who 
have feared an attack sometime from the people of Japan. 
But when earthquake and disaster came to that country 
across the sea, America responded quickly, and showed a 
friendly feeling toward those in distress. Now, it is said, 
there is no danger of war with Japan for many generations. 
America’s readiness to help has won the hearts of those who 
might have been enemies. 





I would be true, for there are those who trust me; 
I would be pure, for there are those who care; 

I would be strong, for there is much to suffer, 
I would be brave, for there is much to dare. 


I would be friend to all—the foe, the friendless; 
I would be giving and forget the gift; 
I would be humble, for I know my weakness; 
I would look up, and laugh, and love, and lift. 
—Howarp ARNoLD WALTER. 





“Did you ever hear the story of Watch and the monkey? 
Watch was a great dog who had been sleeping peacefully 
until an organ-grinder’s music aroused him. The dog saw 
the monkey coming toward him on the grounds where he 
was master, and he sprang up in a fury and was about to 
tear the intruder to pieces, when the little animal did what 
he had been trained to do—took off his hat and made a deep 
bow. This was a situation for which Watch was not pre- 
pared ; he was so surprised that he stopped, dropped his tail, 
hung his head in shame, and slunk away.” 


JUNIOR CHURCH SCHOOL LESSONS 233 


SOMETHING TO Do THis WEEK 


Is there anyone in your school, or in your town, or even in 
the world whom you consider an enemy, or even one who 
you think is unfriendly toward you? Then try to do some- 
thing kind for him, and make a start toward winning him to 
friendship. 


CHAPTER XXV 
WEEK DAY SESSION 
ELISHA’S HEAVENLY DEFENDERS 
II Kings 6: 8-17 
THE MrEMory VERSE 


“The angel of Jehovah encampeth round about them that 
fear him, 
And delivereth them.”—Psalm 34: 7, 


THE LEssOoN SToRY 

Although General Naaman had become a friend of the 
people of Israel, the king of Syria still continued to lead his 
troops in raids against Samaria and the surrounding coun- 
try. It was not very long after the visit of Naaman to 
Elisha that one of these raids took place. 

But on this expedition, strange things happened. Spies 
from the Syrian army would start out from the camp at 
night ; they would come back bringing a report as to where 
the army of Israel was. But, however quickly they moved, 
they found that the army of Israel was even quicker. They 
were gone before the Syrians could reach them. 

“ Some one must be a traitor,” said the king. ‘“ Some one 
must be carrying word to the people of Israel as to what our 
plans are.” And he tried in every way to discover who the 
traitor could be. 

But really there was no traitor in the Syrian army. The 
Prophet Elisha was telling King Jehoram the plans of King 
Ben-hadad, for God had warned him of what was going to 
happen. 

There was some one among Ben-hadad’s men who knew 
about Elisha. Perhaps it was one of those who had been 
with Naaman when he visited the prophet. He told the king 
what he thought, and they made a new plan—to surround 
the prophet and to take him prisoner, so that he could no 
longer give information to King Jehoram. 

At this time Elisha was in Dothan, ten miles from Sa- 


234 


JUNIOR CHURCH SCHOOL LESSONS 235 


maria. The king of Syria sent his: armies to this place. 
Silently they moved forward, all the night. They reached 
Dothan undiscovered, and completely surrounded the city. 

Elisha’s servant (this was not Gehazi, who, you remember, 
had become a leper) got up very early in the morning, and 
went out into the city. He saw the great army of the enemy 
on the hills surrounding Dothan. He was terrified, and 
rushed back to the prophet. 

“My master! My master!” he called. “ What shall 
we do?” 

But Elisha was not frightened. 

“ Do not be afraid,” he said. “ Those that are for us are 
more than those who are against us.” 

And he prayed to God, “ Jehovah, I pray thee, open his 
eyes, that he may see.” 

“And Jehovah opened the eyes of the young man; and he 
saw: and, behold, the mountain was full of horses and 
chariots of fire round about Elisha.” So God would pro- 
tect his prophet. There were guards about him who would 
care for him and protect him in time of need. 


HANDWORK 


Picture the scene upon the sand table. Remember that 
Dothan was in a hilly section of the country. Set up a group 
of your Oriental houses as the city of Dothan, and put the 
tents of the Syrians on the hills surrounding the city. Then, 
at some distance, set up the city of Samaria. 


NotTEBooK Work 
Continue the story of Elisha in your notebook. 


Map Work 
Indicate Dothan upon your map of Israel. 


MeEmMory Work 

“Open my eyes, that I may see 
Glimpses of truth Thou hast for me; 
Place in my hands the wonderful key 
That shall unclasp, and set me free. 
Silently now I wait for thee, 
Ready, my God, thy will to see; 
Open my eyes, illumine me, Spirit divine.” 


236 JUNIOR CHURCH SCHOOL LESSONS 


THE WHITE COMRADE 


Lieutenant Roger Fenton had a lump in his throat when 
he said good-by to his boys. There they were in a bunch on 
the station platform, the ten boys into whom he had sought 
to instill the fear of God on Tuesday evenings in winter, and 
with whom he had rambled and played cricket every Satur- 
day afternoon in summer. . . . Now he had to leave them 
and lose them. For the great call had reached him, and he 
bore the king’s commission, and in his heart of hearts he had 
the feeling that he would never come back. 

Now the chaff and the parting words of good luck were 
over, and the train was panting to be off. ‘“ Boys,” he cried 
suddenly, “I want you to do something for me, something 
hard.” ‘“ Anything you like, sir,” they answered eagerly. 
But their faces fell when they heard their teacher’s words. 
“ Look here,” he said, “it’s this. You'll meet in the old place 
every Tuesday evening for a few minutes and pray for me 
that I do my duty, and, if it please God, that I may come 
back to you all. And Ill pray for you at the same time, 
even if I’m in the thick of battle. Is ita bargain?” ... 

It was a black day when the news came. The local Terri- 
torials had advanced too far on the wing of a great offensive, 
and had been almost annihilated. The few survivors dug 
themselves in, and held on until that bitter Tuesday faded 
into darkness and night. When relief came, one man was 
left alive. He was wounded in four places, but he was still 
loading and firing, and he wept when they picked him up and 
carried him away for first. aid. That solitary hero, abso- 
lutely the only hero of our local regiment, was Lieutenant 
Roger Fenton, V. C. 

When his wounds were healed and the king had done the 
needful bit of decoration, we got him home. . . . Some of 
us were at the station, and there, in the front row, were the 
ten men of prayer. Poor Roger quite broke down when he 
saw them. And he could find no words to thank them. But 
he wrung their hands until they winced with the pain of that 
iron grip. 

That night I had a chance to talk with him alone. He was 
too modest to tell me anything of his own great exploit. But 
it was evident that there was something that he wanted to 
say, and it was as if he did not know how to begin. At last 


JUNIOR CHURCH SCHOOL LESSONS 237 


he said, “I have a story to tell that not one in fifty would 
listen to. That Tuesday evening when I was left alone, and 
had given up all hope, I remembered that it was the hour 
of the old meeting, and I kept my promise and prayed for 
the boys of my class. Then everything round me faded from 
my mind, and I saw the lads in the mission room at prayer. 
. . . [hey were kneeling on the floor, and Ted Harper was 
reading a prayer, and when it was done, they said, ‘ Amen,’ 
as with one voice. I counted to see if they were all there. I 
got to ten right enough, but I did not stop there. I counted 
again, and this is the odd thing—there were eleven of them! 
In my dream, or vision, or trance, call it what you will, I 
was vaguely troubled by their unexpected number. I saw 
the ten troop out in their old, familiar way, and I turned 
back to find the eleventh, the Comrade in White, and to 
speak to him. I felt his presence still, and was glad of it, for 
the trouble and perplexity were all gone, and in their place 
was a great expectation. I seemed to know the very place 
where he had been kneeling, and I hurried forward. But 
there was nothing to be seen, nothing but the well-remem- 
bered text staring down at me from the wall— For where 
two or three are gathered together in my name, there am I 
in the midst of them.’ I remembered no more, until I found 
myself in the base hospital. But of course I knew then how 
I had been saved, and what my boys had done for me.”— 
From “’THEr ComrapE IN WHITE,” copyrighted by Flem- 
ming H, Revell and Company, and used by special permission. 


SUNDAY SESSION 
RETURNING GOOD FOR EVIL 
II Kings 6: 18-23 
Tue Memory VERSE 
“Love your enemies, do good to them that hate you.” 
—lLuke 6:27. 
THE LESSON STORY 


The Syrians had surrounded Dothan, and Elisha seemed 
ina trap. But he knew that there were heavenly defenders 


238 JUNIOR CHURCH SCHOOL LESSONS 


ready to care for him; that God would provide a way out of 
the difficulty. He prayed to God, and asked that the men 
of the enemy forces be temporarily blinded. He had made 
a plan whereby the lives of everyone on both sides should 
be safe. And God granted his prayer. Suddenly the men 
of the host of Syrians found that they could not see. 

“What is the matter? What is the matter?” they must 
have asked one another in terror. “Are we all blind? 
What has happened?” 

Elisha came to them. “I will lead you to the man whom 
you are seeking,” he said. Then, when they had accepted 
his offer, he led them from Dothan to the city of Samaria, 
ten miles away. How do you suppose that they followed 
him? Do you think that one man held on to another as they 
walked, each man with his hand on the shoulder of the man 
ahead of him? It must have taken almost all day to walk 
ten miles, blindly following their leader. ; 

Then, at last, they reached Samaria. Again Elisha 
prayed. ‘This time he asked God to open their eyes, that 
they might see. And when God granted this prayer, and 
once more they could see, they found that they were in 
Samaria, the very capital of the enemy. 

King Jehoram of Israel was wildly excited, when he found 
what had happened. What should he do? His enemies were 
in his hands. Should he kill them? He asked the advice of 
the prophet—the man who had alone, so it seemed to him, 
brought into the city, captive, the great band of the enemy. 

“My father, shall I smite them? Shall I smite them?” 
he asked. 

“No, no!” answered Elisha. “They are prisoners. It 
would be wrong to smite them. Give them food and water, 
and let them go.” 

And Jehoram did this. Not only did he provide bread 
and water, but a great feast. He gave them all the food 
that they could eat, and then let them go back to their homes. 

And after this, the men of that band were friendly to 
Israel. They “came no more into the land of Israel.” Once 
more, kindness had conquered an enemy. 


Puttinc THE Lesson INtTo THE LIFE OF THE CLASS 
An old proverb says that we should heap coals of fire on 


JUNIOR CHURCH SCHOOL LESSONS 239 


the heads of our enemies. What does this mean? Can you 
do this? Read the entire proverb. Proverbs 25:21, 22. 





Would it have been “ fair play ” for Jehoram to have slain 
the Syrians who were in his power? What would have been 
the result? Probably much greater forces of the Syrians 
would have come against Israel, and there would have been 
much slaughter. As it was, the warfare was settled for the 
time, without the death of even one single soldier. Fair 
play always pays. 





In your school games you are always urged by your teach- 
ers to play fair. What would you think of a football team 
whose members cheated? Would you play with them again? 
On the other hand, when you play against a team whose 
members are all square, you acknowledge it, and cheer them, 
even if they beat your team. You are friendly enemies. 





The Syrians intended to harm Elisha, but he saved their 
lives when Jehoram asked him what should be done to them. 
He returned good for intended evil. 





Did you ever win an enemy to your side by doing some- 
thing kind for him? Jessie and Lillian have quarreled, and 
do not speak to one another. Jessie said unkind things 
about Lillian, and Lillian heard these things. What should 
she do? Should she say mean things, too? If she is like 
Elisha, she will not. She will try to be very nice to Jessie, 
and soon Jessie will be ashamed of herself, and will tell 
Lillian that she is sorry that she has been so mean. 


THE LEssoN TRUTH IN Your LIFE 
Let us try to return good for evil, every time that we 
have a chance. 


EXPRESSIONAL ACTIVITY 


If there is anyone in your home or in your day school or 
even in this Department who has done something that you 
think is mean or unfair, try to be doubly kind to that person, 
and to do something good for him. 


240 JUNIOR CHURCH SCHOOL LESSONS 


How A CHINESE CHRISTIAN OF ‘l‘o-Day ‘TREATS 
His ENEMIES 


The great Christian leader of China to-day is neither a 
preacher nor a teacher, but a soldier, an officer in the north- 
ern, or federal army, General Feng Yu Hsiang, commonly 
known as General Feng. ... In 1912, General Feng was 
sent to capture a strategic position in Szechwan Province. 
By skillful tactics his artillery demolished the only bridge 
across the river, and cut the southern army off from relief or 
retreat. Recognizing their plight, the southern commander 
surrendered, and his troops were lined up as captives before 
the victorious general of the northern army. What did he 
proceed to do with his prisoners of war? Send them into a 
prison camp, or keep them to do menial work for his army? 
Neither. He talked to the downcast soldiers like an older 
brother, explaining the political situation and the urgent 
need for all Chinese to stand together in the national crisis 
instead of wasting their strength fighting one another. “I’m 
going to let you keep your weapons,” said he, “and Ill give 
each man among you enough money to get home if you all 
agree to quit fighting and go away.” ‘To each officer he gave 
ten dollars, to each private, five. So overcome were the 
southern soldiers by the handsome treatment of the enemy 
general that they actually fell on the ground, weeping. By 
this deed of General Feng not only the rebellious city, but 
the entire province lost its fighting temper. It is easy to see 
how the new religion had influenced the military tactics of 
the Chinese general—From “A Noble Army,” by Ethel 
Daniels Hubbard. Used by permission of the author and 
publishers, the Central Committee of the United Study of 
Foreign Missions. 


EXPRESSIONAL SESSION 
GOD'S PROTEGLIINGCGARE 
Matthew 6: 25-34 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


God has always taken care of those who trust in him. 
Elisha was guarded by angelic hosts; Jacob saw the vision 


JUNIOR CHURCH SCHOOL LESSONS 241 


of angels ascending and descending a ladder to heaven, and 
knew that God was everywhere. Abraham, Moses, Paul— 
all knew that God was caring for them. Jesus, in his Sermon 
on the Mount, told his hearers that God cared for them; he 
cares for the sparrow; how much more, then, he cares for 
human beings! Let us thank God for his care for us. 


THE CLAss PRAYER 


We thank thee, our Father in heaven, for thy watchful 
care over us. Guard us, we pray thee, in all our lives. 
Keep us from all evil thoughts and all evil deeds, as well as 
from danger. We ask in Jesus’ name. Amen. 


VERSES FoR USE IN THE MEETING 


Genesis 15:1; 28:15 Psalm 46:1; 121:3, 4; Matthew 
Zocor cts) 2/:: 22-2): 


Hymns tuat May Br UseEp IN CONNECTION 
WITH THE MEETING 


“God Who Made the Earth.” 
“ Night and Day.” 

“An Angel, Dear Father.” 
“Morning Prayer.” 

“Thanks for Constant Care.” 


QUESTIONS For USE IN THE MEETING 


1. How did God show that he cared for Abraham? for 
Jacob? for Moses? 

2. How did he show that he cared for and protected 
Paul? 

3. How does God protect children to-day? 

4. Have you ever felt that you were protected in a time 
of danger? Tell about it. 

5. God sometimes uses human beings as means of pro- 
tecting those whom he loves. Can you help in protecting 
some one? 


Topics FOR DISCUSSION OR REPORTS 


1. Protection from Danger. 
2. God Protecting His People. 


242 JUNIOR CHURCH SCHOOL LESSONS 


2. » Godi Protecting Jacob. 
4. God Protecting the Children of Israel Through Moses. 


5. Some Means of Protecting His People Which God 
Uses. (For instance: our parents; good laws; good gov- 


ernment officials. ) 


A Hymn to R&ap DurRING THE MEETING 


“An angel, dear Father, 
Oh, send us, we pray, 

To guard us, and never 
From us to turn away. 


“Oh, let him be near us, 
By day and by night, 
To comfort and cheer us 
And guide our steps aright. 


“An angel, dear Father, 
A heavenly friend, 
Oh, send us to guard us 
Until our life shall end.” 


To READ IN THE MEETING 
A PROMISE 


God will take care of you, all through the year; 
Crowning each day with his kindness and love, 
Sending you blessings, and shielding from fear, 


Leading you on to the bright home above. 
—F, R. HAVERGAL. 


MORNING HYMN 


“© Father, thou art near—so near 
Thy children while they work or play, 


Thine arms infold us tenderly— 
Oh, help us please thee, day by day! 


“The little flowers—we love them so— 
Along the hillside and the dell, 
With faces fair upturned to thee, 
Sweetly to us thy goodness tell. 


“The little birds that love to trill 
Their music over, morn and night, 


The breaking waves along the shore, 
Teach us to praise thee with delight. 


— ae i 


JUNIOR CHURCH SCHOOL LESSONS 243 


“Father, all things together sing— 
The earth below, the skies above, 

And all the airs that round us breathe— 
The fullness of thy watchful love.” 


COMFORT FOR EVERY DAY 


“ All pathways are safe 

Where God leadeth the way; 
All places are peace 

Where his presence doth stay; 
All darkness dies out 

In the light of his face; 
All losses are gains 

In the wealth of his grace; 
All service runs fleet 

In the track of his feet; 
All labor is rest 

In his fellowship sweet.” 


GOD'S FATHER-CARE 


There is no birdling in the nest the breeze rocks in the tree, 
All featherless and fluttering, with eyes that cannot see, 
But brooding mother-wings are there to keep it snug 

and warm, 
And shelter it most lovingly from sunshine and from storm. 


To every flitting butterfly the flower-cups open wide; 
Beneath the green leaf’s canopy the meanest worm 
may hide, 
Each tiny insect finds or builds some little house or cell, 
And in and out goes happily, contented there to dwell. 


Now who has thought of all these things? Who planned 
and made them all? 

The One who counts the shining stars, and suffers none 
to fall; 

His tender Father-love is stretched o’er everything we see, 

And faileth never, night or day, to care for you and me. 


—From “Nature in Verses,” compiled by Mary I. 
Lovejoy. Published by Silver, Burdett and Company. 


SOMETHING TO Do THIS WEEK 


Find in the books that you read an example of protection, 
and report on this. 

Try to protect some one or something weaker than 
yourself, 


CHAPTER XXVI 
WEEK DAY SESSION 
THE GREAT FAMINE IN SAMARIA 
II Kings, chapter 7 
Tie Memory VERSE 


“The eternal God is thy dwelling-place, 
And underneath are the everlasting arms.” 


—Deuteronomy 33: 27. 


THE LESSON STORY 


King Ben-hadad of Syria determined to besiege the capi- 
tal of Israel. He organized his army once more, and sent 
his troops against Samaria. They encamped around the city 
wall. So closely did they shut up the city that no one could 
go in or out. 

Soon the people of Samaria began to feel the effects of the 
siege. They were unable to get enough to eat. The time 
came when there. was nothing left at all, and the starving 
people began to eat the flesh of their own children. 

Jehoram, the king, was almost insane with grief and 
horror. He expressed the feeling, as was so often done in 
Bible times, by wearing a garment of sackcloth. It seemed 
to him that in some way Elisha the prophet was responsible 
for the trouble. He was like his father, Ahab, who had 
blamed the Prophet Elijah for drought, not realizing that 
the prophets were only the messengers of God, warning 
the people of the punishment which must come for their sins. 
Jehoram determined to kill Elisha. He sent a messenger to 
the prophet. But even before the messenger had reached 
Flisha’s house, the king was sorry for his act, and followed 
after him, to order that it should not be carried out. 

God saw the king’s ‘repentance and grief. He sent a mes- 
sage to him through Elisha. 


244 


JUNIOR CHURCH SCHOOL LESSONS 245 


“Thus saith Jehovah: To-morrow about this time shall a 
measure of fine flour be sold for a shekel, and two measures 
of barley for a shekel, in the gate of Samaria.” 

“Oh, ho! Oh, ho!” jeered one of the lords of Samaria 
who had come in with the king. “ Such a thing is impos- 
sible. It could only be if the Lord would open windows in 
heaven.” 

The prophet turned sternly to the scoffer. “ These things. 
shall be,” he said, “and you shall see them come to pass, 
but you shall not eat of the food.” 

And that evening something strange happened in the camp 
of the Syrians. They wakened suddenly, thinking that they 
were attacked by the soldiers of Egypt. Hurriedly they left 
their camp, just as it was, and fled through the darkness for 
their lives. 

Now there were four lepers who lived in the fields outside 
of Samaria. They were not allowed to enter the city. They, 
too, were starving to death. And so they decided to go to 
the camp of the Syrians. “If they allow us to live, it will 
be good. If they kill us, we shall but die,” they said to one 
another. 

They stole up to the Syrian camp. They went into the 
first tent. No one there! But there was plenty of food, and 
they ate and drank. There was gold and silver and beautiful 
garments. The lepers looked at one another; they took a 
load of the treasures; they carried them to a secret place and 
hid them. Then they stole back to another tent. No one 
there! They carried off the treasures from this tent also. 
Then they began to think of others. 

“We are not doing right,” one of them said. “ This is a 
day of peace and good tidings. We should go immediately 
to Samaria and report what has happened.” 

So they went to the city gate. “ Ho, there, porter,” they 
called. ‘Ho, there! We are friends! Something impor- 
tant has happened! ”’ 

The porter looked out. They told him what they had 
seen in the camp of the Syrians and he hurried to report the 
matter to King Jehoram. The king did not wait until morn- 
ing. He called his men, and, although he feared a plot, he 
sent out messengers on five of the horses which were still 
alive of all the horses that there had been in Samaria. And 


246 JUNIOR CHURCH SCHOOL LESSONS 


the messengers found that things were just as the four lepers 
had said. The camp of the Syrians was deserted. The road 
was strewn with garments and vessels which the Syrians had 
cast away in the haste of their flight. 

When the messengers returned and reported to the king 
what they had seen, the people rushed out from the city 
gates ; they entered the tents of the Syrians and found food 
for themselves, and they ate until they were satisfied. 

Elisha’s prophecy was fulfilled, for a measure of flour 
was sold at the gate of Samaria for a shekel, and so were 
two measures of barley. 

But as for the lord who had mocked at the prophet’s mes- 
sage, he was knocked down and trodden upon and killed by 
the people, as they hurried through the city gate. He saw 
Flisha’s prophecy fulfilled with his eyes, but he did not eat 
of the food. 

So once more God’s word through his prophet was car- 
ried out. 


HANDWORK 


Make on the sand table a representation of Samaria and 
the camp of the Syrians. 


NoteEBooK WorK 


Tell this story in your own words in your notebook, or 
write the outline of a short dramatization which your class 
might give. 


MerEmory WorkK 


Learn the words of Deuteronomy 33:29: 


“Happy art thou, O Israel: 
Who is like unto thee, a people saved by Jehovah, 
The shield of thy help, 
And the sword of thy excellency! 
And thine enemies shall submit themselves unto thee; 
And. thou shalt tread upon their high places,” 


JUNIOR CHURCH SCHOOL LESSONS 247 


SUNDAY SESSION 
ELISHA’S LAST MESSAGE 
II Kings 13: 14-25 
Tuet MreMory VERSE 


“Whatsoever thy hand findeth to do, do it with thy 
might.”’—Fcclesiastes 9: 10. 


THE Lesson STorRY 


Almost fifty years had passed since the great siege of 
Samaria. In that time many things had happened. The 
people of Israel, in spite of God’s lessons to them, had not 
repented of their sins, and Jehu, the son of Nimshi, had 
slain Jehoram and made himself king in his place. All this 
was according to God’s decree, but Jehu had not carried out 
God’s will in God’s way. He not only slew King Jehoram, 
but all of Ahab’s sons—seventy of them—in Samana. And 
wicked Queen Jezebel, the mother of King Jehoram, died as 
she deserved for wickedness, at the command of Jehu. 

Jehu reigned for twenty-eight years. He was succeeded 
by his son, Jehoahaz, who reigned for seventeen years. 
During the reign of Jehoahaz, the Israelites were so greatly 
oppressed by the Syrians that there were left to Israel only 
fifty horsemen and ten chariots and ten thousand foot 
soldiers. 

Jehoahaz was followed on the throne by his son Jehoash, 
who was another wicked king. It was during the early part 
of his reign that the Prophet Elisha, now an old man of 
eighty years, died. Even upon his deathbed he tried to do 
something for the people of Israel, whom he loved so well. 
He called the king to him, and Jehoash came. He knew 
that the old prophet had done many wonderful things for 
Israel, and he wept with grief as he came to him. “O my 
father, my father,” he cried, “thou art a greater protection 
to Israel than chariots and horsemen would be.” (He used 
the word “ father,” to show his respect for Elisha.) 

Elisha spoke one last command to him: 

“Take the bow and arrows,” he said. 


248 JUNIOR CHURCH SCHOOL LESSONS 


King Jehoash, wondering, took the bow and arrows in 
his hand. 


“Open the window toward the east, which looks toward 
our enemy,” said the prophet. 

Jehoash, wondering, did this. 

Then Elisha put his hands upon the king’s hands. 
Shoot,” he said. 

The king obeyed. “The arrow of jehovah’s deliverance,” 
said the prophet. “It is the arrow of deliverance from 
Syria. You shall completely defeat your enemy at Aphek.” 
The king knew what the prophet meant by this. It was a 
custom in ancient times to declare war by shooting a single 
arrow into the territory of the enemy. 

Then once more Elisha spoke: ‘“ Take the arrows... . 
Smite upon the ground.” (By this he meant that the king 
was to shoot the arrows.) 

King Jehoash took the arrows. He must have known that 
Elisha meant him to take his command seriously. But in- 
stead of shooting the arrows until they were all gone, he 
struck the ground with the arrows just three times—and 
then stopped. 

The prophet was angry. “ You should not have stopped,” 
he cried. “ You should have gone on until all the arrows 
had been used! Now you will defeat the Syrians only three 
times. You will not conquer them completely!” King 
Jehoash had lost his chance. He had shown himself unfit to 
rule, because he had failed to carry out the prophet’s com- 
mands completely. 

“ And Jehoash the son of Jehoahaz took again out of the 
hand of Ben-hadad the son of Hazael the cities which he 
had taken out of the hand of Jehoahaz his father by war. 
Three times did Joash smite him, and recovered the cities 
Obstacle 

Elisha had preached and prophesied in Israel for more 
than sixty years. He had been one of the greatest men that 
Israel had ever known. But now the time had come for the 
end of his ministry of kindness. His last act was an act of 
love for his king and his country. And when he died he was 
honored by king and country alike for the great and good 
life he had led as God’s prophet. 


JUNIOR CHURCH SCHOOL LESSONS 249 


PuTTING THE LESSON INTO THE LIFE OF THE CLASS 


Jehoash failed his countrymen because he did not perse- 
vere in doing as Elisha wanted him to do. Do boys and 
girls of to-day ever fail in the same way? Do you ever fail 
in school because you have only half studied your lesson? 
Do you ever make a halfway effort and then give up? Then 
you are like King Jehoash of Israel. 





God expects his followers to do with all their might what 
their hands find to do. 





God would have given victory to Jehoash as many times 
as he shot the arrows. He has countless blessings ready for 
us 1f we will have them. 





If Jehoash had persevered in the little thing, he would have 
shown that he was ready for the larger victory. God is 
always testing our fitness to receive his blessings by the way 
we do little things. He that is faithful in little is faithful 
also in much. 


Tur LESSON TRUTH IN YourR LIFE 


Let us do our very best in every little thing, so that we 
may be prepared when the time comes for us to do greater 
things. 


EXPRESSIONAL ACTIVITY 


During the week, try in every task that lies before you, to 
persevere until you feel sure that you have done your 
very best. 


A Project FOR THE CLASS 


Do you remember that in Chapter XXII you were asked 
to plan a dramatization of the life of Elisha? This is the 
last lesson about the great prophet. Dramatize his story. 


PERSEVERANCE WINS 


A young girl sat singing at the piano. “ Sing it again,” 
said the singing teacher, and the tired girl sang it again and 


250 JUNIOR CHURCH SCHOOL LESSONS 


again and again. “ But you do not sing it properly, and 1 
question if you will ever make a great singer.” But the little 
girl tried hard and practiced the next day and the next. One 
day she stood before five thousand men and women, and she 
sang until she seemed to take them out of themselves and 
carry them up in the clouds of enchantment, over seas of 
melody, into an ecstasy of delight, until the people wept 
from the excess of their emotions. The girl was Lillian 
Nordica—JAMES TERRY WHITE. 


Se 


EXPRESSIONAL SESSION 
THE VALUE OF PERSEVERANCE 
Luke 11: 5-10 
SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


King Jehoash of Israel failed in perseverance. He did not 
continue to “smite upon the ground” with his arrows, until 
the arrows were all shot, and so he lost the complete victory 
over the Syrians which he might have won. Jesus, in one 
of his parables, tells the story of a man who persevered until 
his request was granted. He adds the great promise, “ Ask, 
and it shall be given you; seek, and ye shall find; knock, and 
it shall be opened unto you.” 

We must all learn the lesson of seeking earnestly, of not 
giving up too easily, of keeping on in spite of discourage- 
ments. Let us ask God to help us in these things. 


Tue Criass PRAYER 


O God, help us to do those things which are right, even 
when we find that it is hard to do them. Help us to perse- 
vere in every good thing, and not to be discouraged in our 
right undertakings. We ask in Jesus’ name. Amen. 


VERSES FoR UsE IN THE MEETING 
Luke 18: 1-5; Ephesians 6: 18. 


JUNIOR CHURCH SCHOOL LESSONS ZoL 


Hymns THat May Bg Usep IN CONNECTION 
WITH THE MEETING 


jeranth otOur Pathers.” 
“ “Follow Me.’ ” 

“ He Leadeth Me.” 

“ My Lord, in Glory.” 

“ Soldiers of Christ.” 
“Through the Night.” 


QUESTIONS FoR USE IN THE MEETING 


1. Why do you suppose that Jehoash failed in persever- 
ance to the end? 

2. What did Jesus praise about the man in the parable 
of the Friend at Midnight? 

3. How did Abraham show perseverance? 

4. How did Paul show perseverance? 

5. How do missionaries in foreign lands have to show 
perseverance 

6. How many Juniors to-day show perseverance? 


Topics FoR DISCUSSION OR REPORTS 


1. Bible Men and Women Who Kept On in Spite of 
Discouragements. 

2. Heroes of the Church Who Persevered for the Right. 

3. Perseverance in Missionary Work. 

4. Persevering in My School Work. 

5. How a Junior To-Day May Persevere for the Right. 


To READ IN THE MEETING 


It is said that one of the richest silver mines in the world 
was found only two yards from where the original pros- 
pector stopped digging. 





It is said that the architect of a great church made sixty 
plans which were rejected. He was about to give up. 
“Make the sixty-first, John,” said his wife, “or more if 
necessary.” The sixty-first plan was accepted. 





“Tf at first you don’t succeed, try, try again.” 


252 JUNIOR CHURCH SCHOOL LESSONS 


A pocket handkerchief to hem— 
Oh, dear, oh, dear, oh, dear! 

How many stitches it will take 
Before it’s done, I fear. 


Yet a stitch, and then a stitch, 
And stitch and stitch away, 
Till stitch by stitch the hem is done; 
And after work is play. 
—C, G. Rossertr. 


SOMETHING To Do THis WEEK 


In everything that you have to do, keep on until you have 
completed it to the very best of your ability. 


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HVIdVado THOLF HVINVHdaZ 
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WOOL 





CHAPTER XXVII 
WEEK DAY SESSION 
NORTHERN ISRAEL AND THE PROPHETS 
II Kings 14: 23-29; Hosea 6: 1-6; Amos 6: 1-6 
THe MrEMory VERSE 


“© Israel, return unto Jehovah thy God; for thou hast 
fallen by thine iniquity.”—Hosea 14:1. 


Tue LEsson SToRY 


When King Jehoash of Israel died, he was succeeded by 
his son, Jeroboam, who reigned in Samaria for forty-one 
years (790-749). At this time Northern Israel reached the 
height of its prosperity. The kingdom was, in the main, at 
peace, and there was opportunity for the people to make the 
most of the resources of the land, and to grow rich. 

But the leaders of the people failed them. The king fol- 
lowed in the footsteps of Jeroboam, the first king of the 
Northern Kingdom, who had led the nation into sin, and the 
nobles followed the example of the king. The rich people 
of the land became richer and richer. They built for them- 
selves great palaces, summer homes and winter homes, 
furnished most luxuriously, with all sorts of extravagant 
fittings. They had couches of ivory; they lived upon the 
richest food; not satisfied with drinking wine by the cupful, 
they drank it by the bowlful. They pretended to worship 
God, it is true, but all the time they were oppressing the poor, 
and disobeying God’s commands. 

And so, to warn the people of Israel that they should 
repent of their sins, or they would have to be punished, God 
sent his spokesmen to them—the Prophets Amos and Hosea. 

One day a strange figure appeared among the people who 
had gathered at Beth-el from all parts of Northern Israel 
for one of the yearly festivals of the Jews. He seemed only 


253 


254 JUNIOR CHURCH. SCHOOLSLESSONS 


a very humble person when he was first noticed in the crowd 
—a man dressed in the clothes of a shepherd, who spoke 
with the accent of southern Judah. It was Amos, the shep- 
herd and tender of sycomore trees from Tekoa, the little 
town south of Jerusalem, in Judea. 

Suddenly he began to speak. What was he saying? 
Something about their enemies, it seemed. Listen! 

“Thus saith Jehovah: For three transgressions of Da- 
mascus, yea, for four, I will not turn away the punishment 
thereof. . . . But I will send a fire into the house of Hazael, 
and it shall devour the palaces of Ben-hadad.”’ 

The people nodded their heads. Here was a true prophet, 
speaking the fate of their enemies! 

He continued: “ Thus saith Jehovah: For three transgres- 
sions of Gaza, yea, for four, I will not turn away the punish- 
ment thereof. ... The remnant of the Philistines shall 
perish, saith the Lord Jehovah.” 

The people crowded still closer as the prophet continued 
to speak the word of God concerning other enemies—the 
Edomites, the Ammonites, the Moabites, the people of Judah. 
And then—his speech took a new turn: 

“Thus saith Jehovah: For three transgressions of Israel, 
yea, for four, I will not turn away the punishment thereof ; 
because they have sold the righteous for silver, and the needy 
for a pair of shoes. . . . I shall visit the transgressions of 
Israel upon him.” 

The nobles turned away, angered. The people would 
listen no longer when they heard the punishment of their 
own nation foretold. But Amos continued to preach as long 
as he was allowed to do so; and when he was no longer 
allowed to preach, he put his prophecies in writing. Amos 
was the first of the prophets to do this. 

Another prophet of the Northern Kingdom who lived at 
about the same time as Amos was Hosea. Like Amos, 
Hosea saw that the Kingdom of Israel was in danger of 
punishment if the people did not turn from their evil ways. 
He, too, preached repentance. He tried to lead the people 
to righteousness by showing them how much God loved 
them, how much he longed to have them give up their sinful 
ways and to return to the worship of the true God. 

But the people listened neither to Amos nor to Hosea. 


cl te a ae a 


JUNIOR CHURCH SCHOOL LESSONS 299 


Israel continued in its wicked ways, and soon punishment 
came, as the prophets had foretold. 


HANDWoORK AND Map WorkK 


Draw upon the blackboard the map of Israel, indicating 
Samaria. Note that in the reign of Jeroboam II, Northern 
Israel, at the north, east, and west, reached the boundaries 
which David’s empire had reached. 


NotTEBooK WorK 


‘The Prophet Amos was a shepherd and a dresser of syco- 
more trees. The sycomore was not like our sycamore, but 
was a kind of fig tree, of which the fruit was very coarse, 
and eaten by only the poorest people. Write in your note- 
book a little biography of Amos, adding an account of some 
other shepherds who are important in the history of Israel. 


MEmory Work 


“Only a messenger, yet ready am I 
Sweetly to answer with the prompt reply, 
Master, the message that thou givest me, 
Gladly will I carry, blessed Lord, for thee. 


“Only a messenger, yet bravely I go, 
Scattering brightness just the best I know; 
Smiling and happy as the day is long, 
Driving back the teardrops with some happy song. 


“Only a messenger, yet honored am I 
Serving the King of kings, the Lord most high; 


Faithful I’ll try to be unto the end, 
Tor the God of love is my dear Lord and Friend.” 


SUNDAY SESSION 
THE DOWNFALL OF ISRAEL 
II Kings 17: 1-18 
Tur MrEMory VERSE 


“Seek good, and not evil, that ye may live; and so 
Jehovah, the God cf hosts, will be with you.”—Amos 5: 14. 


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JUNIOR CHURCH SCHOOL LESSONS 257 


Tur LESSON STORY 


The kingdom of Jeroboam II seemed very prosperous. 
Its boundaries stretched far. The nobles lived lives of 
luxury. But the prosperity of the land was not real pros- 
perity. Though the Israelites outwardly worshiped God, 
they did not really obey his commandments with all their 
hearts. They oppressed the poor; they were self-indulgent 
and luxurious. So God would punish them for their sins. 
But first he warned them through the messages of the 
prophets. 

Far to the northeast a great empire was growing in 
strength and power. The Assyrians were planning to make 
themselves the masters of the world; from year to year 
they were extending the boundaries of their empire. Soon 
they would turn their attention to the west, and to Palestine. 

In the Kingdom of Israel, Jeroboam II died, after a long 
reign of forty-one years, and was followed by his son Zech- 
ariah. Zechariah, after a reign of only six months, was 
killed in a conspiracy against him, led by Shallum. Shallum 
reigned only one month, and then, he, too, in turn, was 
killed by Menahem, who ruled for ten years. 

It was in the reign of Menahem that Tiglath-pileser, or 
Pul, king of Assyria, first came against Israel, and demanded 
a tribute. Menahem, in order to avoid war, paid the tribute 
—a thousand talents of silver (nearly two million dollars )— 
but in order to get it together, he taxed the wealthy men of 
the land fifty shekels each. This tax was, of course, un- 
popular, and many of the people of Israel thought that 
Menahem had acted in a cowardly and treacherous manner. 

And so it came about that the people rebelled again. 
Menahem’s son, Pekahiah, ruled only two years, and then 
was killed by Pekah, one of his captains, who reigned twenty 
years. Then Pekah was slain by Hoshea, who was the last 
king of Israel. 

During the reign of Pekah, Tiglath-pileser invaded the 
northern part of the land, and carried away captive many of 
the people. But it was during the reign of Hoshea that the 
end finally came. 

At first Hoshea paid tribute to Assyria, whose king was 
at this time Shalmaneser, but finally he conspired with 


258 JUNIOR CHURCH SCHOOL LESSONS 


Assyria’s greatest enemy, Egypt, and sent no tribute to 
Assyria. ‘The armies from the northeast moved to Samaria. 
For three years the city in the hills held out, and then it 
yielded to the enemy. Its people were carried away captive, 
scattered through the Assyrian Empire, and in the records 
of King Sargon, who had succeeded Shalmaneser, there is 
found this statement: “In the beginning of my reign and in 
the first year of my rule .. . I besieged Samaria and con- 
quered it. ‘Twenty-seven thousand, two hundred and ninety 
of its inhabitants I carried into captivity; fifty of their 
chariots I carried away from there (to add to) my royal 
fighting: force. 34.) I restoredsiteagain, andy vavemimimioce 
population than formerly. I settled there people from the 
lands that I had conquered. I appointed my officers as gov- 
ernors over them. ‘Tributes and customs like those of the 
Assyrians, I imposed upon them.” | 

So Israel had fallen. Never again would it be a nation. 
There were strangers settled in the country. Never again 
would there be a Northern Kingdom of God’s people. They 
had had their chance, when Jeroboam I became their king, 
to show that they were God’s chosen people. But they had 
disobeyed God; they had worshiped idols; they had failed 
to listen to the prophets. 

“Therefore Jehovah was very angry with Israel, and re- 
moved them out of his sight: there was none left but the 
tribe of Judah only.” 


Puttine THE Lesson INTo THE LIFE OF THE CLASS 
Though God forgives sinners who repent, he punishes 
those who do not repent. 





Again and again God warns those who sin, before he 
punishes them. But at last, if they do not heed his warn- 
ings, the time of punishment comes. 





Our nation to-day should learn a lesson from the people 
of the past. We should try to keep God’s laws, and to re- 
member that we are God’s people. 





Though we may not worship idols such as the ancient 
Israelites worshiped, we may forget God, and worship some- 


JUNIOR CHURCH SCHOOL LESSONS 259 


thing else in his place. Then we shall be like the Israelites, 
and deserve punishment. 
THE Lesson TRUTH IN Your LIFE 


We will try in all our lives to give God his rightful place, 
and not to put anything or anyone else first. 


EXPRESSIONAL ACTIVITY 


Try especially this week, to do, as far as you are able, as 
God would have you do, in word and in deed. 


Tue NAMEs oF THE Last KiIncs oF ISRAEL 


COA Zee tee pete tS oa! 819 B. c—805 B. c. 

Hoc immotm ChOdSH wot oy.) 805 B. c—790 B. c. 
Pemouoanielen me es sy. 790 B. c.—749 B.C. 
WSEAS on a hae eee 749 B. c. (About six months) 
SS TURE 2 en ee em eee 749 B. c. (One month) 

| Sra eH NTS a Ae 747 B. C738 B. C. 

Peek al ialinesst ans, F050 tes LO/eBaC 50 Ba 

CAEN eh: AE al aa el er a 735 B. C.-730 B. C. 

ROS CARERS Ae Concer tein, 7O0SBNC-/226BeCs 

| THE Kincs or ASSYRIA 

Mi latienilescisaOGal Uleeets cae hele cafe «s 745 B. C.-727 B.C. 
we) EV UTS: Bk Nee Ae NG Sn J 21 BACH /2ZeR eC 
SHIRAI "Rey 5 Sa sone i eRe ea ae (2208 C/U DEB aCe 
SCTUENKO SEN ee pat act Si PC PE Oa 705 B. c.—680 B. ¢c. 
i cera op bs oeeed anos ook eee ee 680 B. c.668 B. C. 
/ NSTI SRE HTL oh ood Moree Memories 668 B. c.—625 B. Cc. 


EXPRESSIONAL SESSION 


MESSAGES OF AMOS AND HOSEA FOR 
Se LG “DALY 


Amos 5:4, 21-24; Hosea 14:1, 4 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


There are many lessons in the prophecies of Amos and 
Hosea which we who live to-day can profit by, although we 


260 JUNIOR CHURCH SCHOOL LESSONS 


live more than twenty-five hundred years later than they 
lived. Many of their messages are for the people of all time. 
Amos, for instance, teaches the lesson of temperance, of the 
foolishness of pride, of justice to all, of true worship. 
Hosea shows us how greatly God loves the people of the 
world, and longs to have them turn from their sins, back to 
him, ‘These are lessons for us to-day, as well as for the 
people of their own time. Let us ask God to help us to learn 
some of the lessons which are taught in the prophecies of 
these great men. ‘ 


THE CLAss PRAYER 


Our Father in heaven, help us to learn some of the lessons 
which are taught to us in the words of the prophets. We 
ask in the name of Jesus. Amen. 


VERSES FOR Usk IN THE MEETING 
Amos 5:4, 14, 21; 6: 1-6; 8:4-7; Hosea 6: 4-6; 11:1-3; 
Matthew 6: 33. 


Hymns THAT May Bs USED IN CONNECTION 
WITH THE MEETING 


“O Love that Wilt Not Let Me Go.” 

“ Immortal Love.” 

“ Saviour, Teach Me, Day by Day.” 

“Though for Sins Our Hearts Must Sorrow.” 
“© Lord, How Good, How Great Thou Art.” 


QUESTIONS FoR UsE IN THE MEETING 


1. What was the teaching of Amos in, regard to 
temperance? 

2. What did he say in regard to true worship? 

3. What did he say in regard to oppressing the poor? 

4. Which of the teachings of Hosea do you think is the 
most important to you? 

5. What did Hosea say in regard to goodness and 
worship ? 


Topics FoR DIscussION oR REPORTS 
1. A Comparison of Hosea and Amos. 


ae ee eS 


~~. 


JUNIOR CHURCH SCHOOL LESSONS 261 


2. Some of the Things that the Teachings of These 
Prophets Mean for Us of To-Day. 

3. What a Modern Amos Would Find to Reform in 
America. 

(a) Would he say that Americans were too luxurious? 

(b) Would he say that we are overindulgent in eating 
and drinking? 

(c) Would he say that we keep Sunday as it ought to 
be kept? 

(d) Would he say that we oppressed other people? 

(e) What would he say about our treatment of the poor? 

4. What a Modern Hosea Would Find of Which He 
Would Disapprove. 


To READ IN THE MEETING 


“If Amos were living now, he would find the same neces- 
sity of rebuking pride in New York and London, in Paris 
and Berlin, as he did in Samaria and Beth-el.” 





“Temperance puts coals on the fire, meal in the barrel, 
money in the purse, credit in the community, contentment in 
the house, clothes on the children, vigor in the body, intelli- 
gence in the whole constitution.” —-BENJAMIN FRANKLIN. 





“The successful man makes something besides money.” 





“ Remember the sabbath day, to keep it holy.” 





“Truth is the summit of living; justice is the application 
of it to affairs.” 





_ “What doth Jehovah require of thee, but to do justly, and 
to love kindness, and to walk humbly with thy God?” 


SoMETHING To Do THis WEEK 


Try to see how many of the teachings of the prophets you 
can carry out in your own lives this week. For instance, do 
you eat too much candy? ‘Try to restrain yourself. Are 
you careless about the way in which you “remember the 
sabbath day, and keep it holy”? ‘Try to do better. Are 
we vain about our acts, our looks, our strength? Try to 
conquer this fault. 


CHARA Raa TUT 
WEEK DAY SESSION 
THE STORY OF THE SOUTHERN KINGDOM 


If Chronicles 12: 16; Chapters 14; 16:13; 17: 1-6; lous 
Zlib 20 22alao 


Ture MEMory VERSES 


“God is our refuge and strength, 

A very present help in trouble. 

Therefore will we not fear, though the earth do change, 

And though the mountains be shaken into the heart of 

the seas; 

Though the waters thereof roar and be troubled, 

Though the mountains tremble with the swelling thereof.” 
—Psalm 46: 1-3. 


THE Lesson STORY 


For many weeks we have been studying about Israel, the 
northern division of the kingdom of God’s chosen people, 
and have barely touched upon the story of the people of 
Judah, the Southern Kingdom. Sometimes the history of 
Israel and of Judah touched; sometimes the people were 
enemies ; sometimes they were friends. But in the main the 
story of Judah was uneventful in comparison with that of 
Israel. The territory of Judah was very small. The land 
was rocky and barren, and there was very little to attract a 
foreign invader. 

But the people of Judah had the city of Jerusalem in their 
midst, with Solomon’s Temple, where they worshiped the 
true God. Instead of many lines of kings such as Israel had, 
Judah had but one line, the descendants of David and 
Solomon. 

King Rehoboam, Solomon’s son who lost the Kingdom of 
Israel, ruled in Judah for seventeen years. He was suc- 
ceeded by his son Abijah, or Abijam, who ruled for three 


262 


JUNIOR CHURCH SCHOOL LESSONS 263 


years. Abijah was followed by King Asa, of whom the 
Bible says that he “did that which was good and right in 
the eyes of Jehovah his God.” He destroyed the high places 
of Judah, where some of the people worshiped heathen gods, 
and he fortified many of the cities of his land. For ten years 
during his reign, Judah had peace, and when an enemy from 
Ethiopia did come against them in what seemed to be over- 
whelming numbers, Asa prayed to God, and Judah was given 
a miraculous victory. 

For forty-one years Asa ruled the people of Judah. He 
was followed upon the throne by his son Jehoshaphat, who, 
you remember, became a friend of Ahab of Israel, and was 
allied with him at the time of the battle in which Ahab was 
killed. (Chapter XXI.) The daughter of Ahab, Athaliah, 
became the wife of Jehoram, the son of Jehoshaphat, and so 
once more Judah and Israel were on friendly terms. 

Jehoshaphat ruled for twenty-five years. His son, Je- 
horam, or Joram, was associated with him as king during 
part of this time. Jehoram ruled alone for about eight years, 
and was then followed by his son Ahaziah. Ahaziah had 

ruled for only one year when he was slain by Jehu, in his 
_ struggle against Baal worship in Israel. 

When the news of the death of Ahaziah was carried back 
to his mother, Athaliah, in Jerusalem, she showed that she 
was a worthy daughter of wicked Queen Jezebel. She de- 
cided to make herself queen of Judah. Quickly she gave the 
order that all the heirs of the throne should be killed, that 
every child who might claim the kingdom should be de- 
stroyed. So she made herself queen—a heathen worshiper 
of Baal in God’s holy city. 


Map Work 


Draw on the blackboard a map of the Southern Kingdom 
of Judah, with its capital, Jerusalem. 


NoTEBooK WorK 


Begin a new section in your notebook, “ The Southern 
Kingdom of Judah.” Then copy down the names of the 
kings of Judah who followed Solomon. Find out some- 
thing about each one of these, and write this after his name. 


264 JUNIOR CHURCH SCHOOL LESSONS 

For Rehoboam, for instance, write the words of TI Chron- 
icles 12:14; for Abijam, I Kings 15:3; for Asa, I Kings 
Lop ds 


TABLE OF THE KINGS OF JUDAH 


REhODOATT racic, Seton aes vere ro dee eer EE ee 931 B. c-915 B. cc. 
AbijammoraA bijaliyemec tne ner en cee 915 8. Cc. -912 eames 
ASA SEE Revel Waate Bet eee cee teneene ee 912 8. c.-871 B.C. 
Jehoshaphat, associated with his father, 875 B. c. 
Jehoshaphat: 2.5. e tn i. rennet 871 B. c-850 B.C. 
Jehoram associated with his father, 854 ps. c. 
ehoram™ or | Oratitenn meta tierce 849 B. c—842 B. C. 
A hiadziah eyo ee sewers steerer tee Catan iee ea nee 842 B.C. 


Compare this table with the table of the kings of Israel, 
and see how many there were in this same period. 


MerEmory WorkK 


Remember that King Asa of Judah won a mighty victory 
over the Ethiopians, because he trusted in God. In his 
prayer to God, he said these words: “ Jehovah, there is none 
besides thee to help, between the mighty and him that hath 
no strength: help us, O Jehovah our God; for we rely on 
thee, and in thy name are we come against this multitude. O 
Jehovah, thou art our God; let no man prevail against thee.” 
Then learn the following words: 


“ Sing ye praises through the land; the Lord with his right hand, 
With his mighty arm hath gotten himself the victory now. 
He hath scattered their forces, both the riders and their horses, 
There is none that fighteth for us, O God, but only thou.” 


SUNDAY SESSION 

JOASH,? THE BOY*kKINGIOBR ISR ABE 
II Kings, chapter 11 
Tur Memory VERSES 


“There is a river, the streams whereof make glad the city 
of God, 
The holy place or the tabernacle of the Most High. 


Le 


JUNIOR CHURCH SCHOOL LESSONS 265 


God is in the midst of her; she shall not be moved: 
God will help her, and that right early.”—Psalm 46: 4, 5. 


THE LEsson STORY 


Wicked Queen Athaliah thought that she had had killed all 
the heirs to the throne of Judah, but she was mistaken. In 
one of the rooms of the palace there was one little baby who 
escaped the notice of the men sent by the queen to do her 
wicked will. This was baby Joash, the son of Ahaziah and 
Zibiah of Beer-sheba. His aunt, Jehosheba, the wife of 
Jehoiada, the high priest of God in the Temple, loved the 
little boy. She and his nurse managed to hide him in one of 
the bedrooms of the palace. Then, when the excitement 
died away, the baby and his nurse were taken to the Temple 
and hidden in one of the storerooms there. 

For six years little Joash was kept in the Temple, and his 
wicked grandmother, Athaliah, ruled in Judah. God’s Tem- 
ple was a safe place for the little lad in those days, for very 
many of the people followed the leadership of the queen, 
and turned to the worship of Baal. So the beautiful Temple 
of Solomon was neglected. Its great courts were often 
empty, and the little king played there in safety, following 
the priests as they did their duties, listening to stories of his 
great ancestors, Solomon and David, perhaps doing little 
errands for the priests as the boy Samuel had done for Fi 
in the tabernacle, so many years before. He learned there 
many lessons from God’s law. 

And then, one day, when he was seven years old, Uncle 
Jehoiada called him. 

“My child,” he said solemnly, “you are the descendant of 
David and Solomon; you are the real king of Judah. God 
promised to David that his children and grandchildren 
should rule in the land. You are old enough now to 
understand. The true patriots in Judah want to make 
you king.” 

How excited the boy must have been! His uncle told him 
exactly what to do, as he and others who loved Judah had 
planned. 

Silently one day the Temple guard came together. Quietly 
Jehoiada armed them, giving them as weapons the spears and 


266 JUNIOR CHURCH SCHOOL LESSONS 


shields which had been hung in the Temple as trophies of 
King David’s bravery. ‘They stood on guard around the 
sides of the Temple court. They were ordered to kill any- 
one who came in, except those who were loyal. 

Messages had been sent to the faithful people of Judah. 
They had gathered in the outer court—the chiefs of the fami- 
lies from all Judah, the captains of hundreds, the faithful 
priests and Levites, each man armed to protect the little king 
if it should be necessary. 

And then Jehoiada led forward the little boy. He stood 
beside one of the great pillars. They put the crown upon 
his head, and a copy of the law in his hand. They anointed 
him king of Judah according to the old rites and ceremonies. 

How the loyal people shouted! “God save the king!” 
they cried. “God save the king!” Once more there was 
a king of David’s line, to sit upon the throne of Israel. 

Queen Athaliah in the palace heard the noise and the ex- 
citement. She rushed to the Temple; she saw the little boy 
standing beside the pillar with the crown upon his head; she 
heard a great noise of trumpets and other instruments of 
music, and the shouts of the people. She knew that the end 
of her reign had come. She tore her clothes in rage, crying: 
“Treason! Treason!” But there was no one to help her. 
Jehoiada ordered the soldiers to seize her. 

“Do not kill her in God’s house,” he said. “Take her 
away.” 

So wicked Queen Athaliah was punished for her sins. 
Little Joash was made king of Judah, and once more a 
descendant of David was on the throne at Jerusalem, and 
once more God’s Temple was made a place of worship for 
the people of Judah. 


PutTInc THE LkEsson IN?To THE LIFE OF THE CLASS 


God had promised David that he would establish the 
throne of his kingdom forever, and the baby Joash was 
miraculously saved to be the king of Judah. God’s promises 
are always carried out. 





God takes care of his children in many ways. One way 
in which he provides for them is through their parents and 


JUNIOR CHURCH SCHOOL LESSONS 267 


older relatives. He cares for you to-day, just as he cared 
for little Joash through his uncle and aunt. 





Though outwardly it seemed as if most of the people of 
Judah worshiped idols, there were many who really wor- 
shiped the true God and were ready when the opportunity 
came to show this. Are you ready to stand by your colors, 
all alone, or do you wait until some one else takes the 
first step? 





Joash was only seven years old when he became king. 
But good Jehoiada was his counselor and guide, and as long 
as Joash followed his advice, he did well. We should listen 
to the counsel and advise of those older than ourselves, and 
try to do as they would have us do. 





When little Joash was crowned king of Judah, so many 
hundreds of years ago, the roll of the law was put into his 
hand, to show that he was expected to be loyal to God, and 
to lead his people to be loyal. When little Edward VI, a 
boy of nine, was crowned as king of England in 1547, for 
the first time in English history a Bible was put in his hand 
with the scepter, and he was proclaimed “defender of the 
faith,” as well as king of England. When you become a 
member of the Church, you, too, promise to be a defender of 
the faith, and to be loyal to God. 


THE LEsson TRutTH IN Your LIFE 


“Fiven a child maketh himself known by his doings.” We 
will try, by the way in which we act, to show that we are 
trying to do as God would have us to do, and following the 
advice of those who are wiser than we ourselves are. 


EXPRESSIONAL ACTIVITY 


Choose members of the class to be the different characters 
in the story of Joash, and act it out, some day during 
the week. 


To READ IN THE MEETING 
“Tn a remote district of Wales a baby boy lay danger- 


268 JUNIOR CHURCH SCHOOL LESSONS 


ously ill. ‘The widowed mother walked five miles in the 
night through drenching rain to get a doctor. The doctor 
hesitated about making the unpleasant trip. Would it pay? 
he questioned. He would receive no money for his services, 
and, besides, if the child’s life were saved, he would no 
doubt become only a poor laborer. But love of humanity 
and professional duty conquered, and the little life was 
saved. Years afterwards when this same child—Lloyd 
George—became Chancellor of the Exchequer, the doctor 
said, ‘I never dreamed that in saving the life of that child 
on the farm hearth, I was saving the life of the leader of 
Wales.’ ” 


EXPRESSIONAL SESSION 
WILLING GIFTS FOR GOD’S HOUSE 
II Kings 12:4, 9-15 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


‘As little King Joash grew older, he realized that the Tem- 
ple, in which he had lived as a very little boy, was in great 
need of repair. He felt that God’s house should be put in 
order. He asked that the people give money for this work. 
With his uncle, Jehoiada, he made a plan. A chest was 
placed in the Temple court, near the altar. There was a 
hole in the lid of the chest, and in it the people who came to 
worship, dropped their offerings. And so generous was 
their giving, that soon the chest was full, and the money had 
to be taken from it, and put in bags. Workmen were hired; 
they did their work well and honorably. They faithfully 
did their very best in everything. Here is a lesson for us. 
We, too, want God’s house to be well cared for, and we can 
share in the work by giving our offerings when they are 
needed for God’s house, by being careful of church property, 
by trying in every way to do what we can to care for those 
things which are dedicated to God. Let us ask God to make 
us ready and glad to help in caring for his house. 


THE Crass PRAYER 
We want to show our love for thee, our Father in heaven, 


JUNIOR CHURCH SCHOOL LESSONS 269 


in every way that we can. And so we ask that we may be 
generous and willing to give of our good things to help in 
thy work. Make us glad to give. Help us to be thoughtful 
and careful of the things of thy house, remembering that it 
is thine. We ask in the name of Jesus, who drove out the 
money changers from the Temple, thy house. Amen. 


VERSES FoR USE IN THE MEETING 


Deuteronomy 16:17; Psalm: #b22:1°3) Proverbs. °3:9’; 
Matthew 21:12, 13; I Corinthians 16:2; II Corinthians 9: 7. 


Hymns THAT May Be Usep In CONNECTION 
WITH THE MEETING 


“T Love Thy Kingdom, Lord.” 

“ We Give Thee But Thine Own.” 

“Grant Us Hearts, Dear Lord, to Yield to Thee.” 
“ Tesus to Thee, Our Offering.” 

“ Here We Come with Gladness.” 


QUESTIONS FoR USE IN THE MEETING 


1. Why is it necessary for people to give offerings for 
God’s house? 

2. How should we give? 

3. Is the offering which you give in church or Sunday 
school your own offering or the offering of your parents? 

4. If you cannot give very much money for use in God’s 
house, what gifts can you make? 

Are you a willing and cheerful giver? 


Topics FoR DISCUSSION OR REPORTS 


Stewardship. 

Caring for the Property of the Church. 
Caring for God’s House Itself. 

How Our Offerings Are Used. 

The Cheerful Giver. 

Honorable Workmen. II Kings 12:15. 


SIS aa en ey 


To READ IN THE MEETING 


Our love for God’s house should show itself in little 
services until there is opportunity for great services. 


270 JUNIOR CHURCH SSCHOOLIERSSONS 


“If we love God’s house, we shall speak of it with loving 
enthusiasm, we shall be working for it all the week and not 
merely on Sunday; our prayers for it will rise continually, 
and all our hopes and ambitions will center in it.” 





“Every Christian should feel himself responsible for his 
full share of care for the Lord’s house. He can give money 
and time and thought and care.” 





“Of thine own we offer, 
Of thy gifts we give. 
Unto thee, O Father, 
In whose life we live.” 





“Tord of all creation, now before thy throne, 
We thy people bring thee gifts that are thine own. 
Thine is all the greatness, power and glory thine, 
High o’er all exalted, majesty divine.” 


SOMETHING TO Do TH1Is WEEK 


Try to do something to keep the grounds of the church 
neat. For instance, be careful about throwing papers or 
scraps around. If the hymn books are torn, have a week-day 


meeting to repair them. If you can help with the flowers 
for the church, do so. 


CHARTER EXXILX: 
WEEK DAY SESSION 
HEZEKIAH REBELS AGAINST SENNACHERIB 
II Kings 18: 1-8, 13-21, 36 
THE MEMORY VERSES 


“The nations raged, the kingdoms were moved: 
He uttered his voice, the earth melted. 
Jehovah of hosts is with us; 
The God of Jacob is our refuge.”—Psalm 46: 6, 7. 


THE LESSON STORY 


King Joash of Judah reigned well, as long as the good 
priest Jehoiada was alive. But after the death of his friend 
and counselor, Joash forgot many of the lessons that he had 
learned, and in the latter part of his reign he allowed the 
people to worship idols; he was defeated in battle by the 
Syrians; and at last his own attendants conspired against 
him, and murdered him. 

His son, Amaziah, succeeded him as king, and reigned 
twenty-nine years. He, in turn, was followed by his son, 
Uzziah, who became king when he was sixteen years old, 
and reigned fifty-two years. On the whole the reign of 
Uzziah was prosperous and happy for the people of Judah. 
He “set himself to seek God,” under the guidance of the 
Prophet Zechariah, and under such leadership the nation 
prospered. He carried on a successful war against the 
Philistines, the Arabians, and other enemies. He fortified 
Jerusalem and invented engines of war which could shoot 
arrows and great stones from the battlements of the city. 

But Uzziah became too proud of his own power. He 
attempted to burn incense in the Temple, in spite of the 
protests of the priests, and, as a punishment, he was stricken 
with leprosy. He had to live in a separate house, for, ac- 


27/1 


272 JUNIOR CHURCH SCHOOL LESSONS 


cording to the Jewish law, he could not associate with other 
people. He could no longer reign as king, and his son 
Jotham became ruler in his place. 

Jotham reigned for sixteen years, in connection with his 
father and alone, and was followed by one of the most 
wicked and idolatrous kings that Judah ever had—Ahaz, 
who worshiped idols, who “ cut in pieces the vessels of the 
house of God,” and who “ made him altars in every corner 
of Jerusalem.” 

But, strange as it seems, the son of wicked King Ahaz 
was a good king—Hezekiah, whose mother’s name is told 






Ht TAN, a Nt NG 
ae a, \A A ) 
Goes < inet ania Pe 
Pe ae RAIN BHA On 
eee 


A CITY BESIEGED BY SENNACHERIB 














us, probably because it may have been she who trained him 
to live aright. She was Abijah, the daughter of Zechariah. 

Hezekiah’s reign began in 728 B. c. As soon as he became 
king—“ in the first year of his reign, in the first month,”’— 
he opened the Temple which had been closed for worship. 
He summoned the priests and the Levites to the broad square 
at the east of the city, and commanded them to put the 
Temple in order. 

Then, when all was ready, he summoned the true worship- 
ers of God, from all parts of Israel and Judah, from Dan to 
Beer- sheba, and for the first time in many years, the passover 
was celebrated. For seven days the people feasted and 
offered sacrifices and peace offerings, and made confession 


JUNIOR CHURCH SCHOOL LESSONS 273 


of their sons to God. So greatly had the people been blessed 
by their return to the worship of Jehovah that they planned 
to continue the festival for seven days more. “So there was 
great joy in Jerusalem; for since the time of Solomon the 
son of David king of Israel there was not the like in 
Jerusalem.” 

But the reign of Hezekiah was not all peaceful. In his 
sixth year, 722 B. C., Samaria was taken by King Sargon, the 
Assyrian. Eight years later the Assyrians came against 
the fortified cities of Judah, and took many of them. At the 
death of Sargon, his son Sennacherib became king. He was 
one of the haughtiest, most splendid, and most powerful of 
all the kings of Assyria. He felt that as the son of a mighty 
conqueror, at the head of a magnificent army, he was the 
lord of the world. In fact, in one of his inscriptions he calls 
himself, “the great, the powerful king, the king of the 
Assyrians, of the nations, of the four regions, the diligent 
ruler, the favorite of the great gods, the observer of sworn 
faith, the guardian of law, the establisher of monuments, 
the noble hero, the strong warrior, the first of kings, the 
punisher of unbelievers, the destroyer of wicked men.” 

In one of his many campaigns Sennacherib came against 
Phoenicia and Palestine. He captured many of the fortified 
cities in the northern part of Judah, and inspired all the 
people of these regions with terror. Of Hezekiah he says 
in one of his inscriptions: “ Himself as a bird in a cage in 
the midst of Jerusalem, his royal city, I shut up.” 

At this terrible time, Hezekiah sent to Sennacherib, who 
was at Lachish, a city in the lowlands of Judah, and offered 
submission. A tremendous tribute—three hundred talents 
of silver and thirty talents of gold—was demanded, and 
Hezekiah found it necessary to take much of the gold and 
silver from the Temple, in order to pay it. 

But even this did not satisfy Sennacherib. He sent three 
of his chief officers and many troops to Jerusalem, and de- 
manded its surrender. The people crowded to the house- 
tops, weeping and despairing. They gazed at the mighty 
warriors at the gate, half dead with terror. The king alone 
showed calmness. He sent out three of his officers to meet 
the three officers of Sennacherib. 

The Rabshakeh, or chief captain of the Assyrians, began 


274 JUNIOR CHURCH SCHOOL LESSONS 


his speech boldly and insolently, speaking in the language of 
the Jews: 

“Say ye now to Hezekiah, Thus saith the great king, the 
king of Assyria.” 

He showed that he knew much of the politics and religion 
of Judah. The representatives of the Jews feared that the 
people would be influenced by what he said. They urged 
him to speak in Assyrian, but he refused and continued his 
speech in the Hebrew language. 

“What can you do against us?” he concluded. “ You say 
that you trust in Jehovah your God. But what can he do? 
Who are you and who is he that he should be able to deliver 
Jerusalem out of our hand?” 

Then he ceased to speak. The people listened in silence, 
for the king had commanded this. But the three messengers 
of Hezekiah rent their garments in grief, and returned to the 
king with the message of defiance for the king and the true 
God. What would happen? What would Hezekiah do? 
What would God do? Had the people of Judah been God’s 
trustful, obedient followers. so that he would defend them 
and his own honor, or would he allow them to be punished as 
the people of Samaria had been punished? 


HANDWORK 
Model on the sand table the city of Jerusalem. Set up the 
Temple, houses, the king’s palace. Then surround the city 
with a wall, and using toothpicks as people, represent the 
scene of the interview between the three messengers of Sen- 
nacherib and the three delegates from Hezekiah. 


NotTEBOOK WorK 


Continue your notebook list of the kings of Judah, adding 
those whose names have been given this week, as follows: 


Joash wile eyes cacti omni tenneae tne at 842 B. c-804 B. c. 

’ (Associated with him his son, Amaziah. Dies, 802 B. c.) 

Amaziahieetintjetaerccte aa eee neers 804 B. c.—786 B. C. 

Ueziah ice oi ee, ore eee rere 786 B. C.—735 Bae 
(Associated with him his son, Jotham, in 751 B. c. 

f Ota eich ahs MOE he, neces ere, mee 735 B. C.-734 B.C. 

Aa zh bore lersluehe ta ett (ale anrea tea 734 B. c.-728 B. C. 


Elezekiah wea eee Ay ot Waray eT MeN 728 B. C.-698 B. C, 


PN tORPCHURG HeoCLOOL CH SSONS 275 


MerEmory WorkK 


Psalm 46, which you have been learning as your Memory 
Verses, commemorates some great deliverance of the Jews 
from danger, and many people think that it was the deliver- 
ance from Sennacherib. Luther, the great reformer, trans- 
lated this psalm, and we sing his hymn, based on it, in our 
churches to-day. Learn the words of Luther’s hymn, if you 
do not already know them: 


“A mighty Fortress is our God, 
A Bulwark never failing; 
Our Helper he amid the flood 
Of mortal ills prevailing: 
For still our ancient foe 
Doth seek to work us woe; 
His craft and power are great, 
And armed with cruel hate, 
On earth is not his equal.” 


Wuo SENNACHERIB’S OFFICERS WERE 


Tue Tartan. The commander in chief of the Assyrian 
army. 

THe Ras-Saris. A high official in Oriental courts. 

THE RABSHAKEH. A military official. 


A PROJECT 


Hunt up in the public library or in your school history all 
that you can find about explorations in Assyria and Baby- 
lonia. Look at the picture of the Assyrian king besieging 
the city, on page 272, and then begin a story of the expedi- 
tion of Sennacherib, as the Rabshakeh might have told it on 
his return home. 


SUNDAY SESSION 
HEZEKIAH HEEDS THE PROPHET’S MESSAGE 
Tl Kings 19: 1; 26; 7, 32-36 
Tut Memory VERSES 


“Come, behold the works of Jehovah, 
What desolations he hath made in the earth. 


276 JUNIOR CHURCH SCHOOL LESSONS 


He maketh wars to cease unto the end of the earth; 

He breaketh the bow, and cutteth the spear in sunder ; 

He burneth the chariots in the fire. 

Be still, and know that I am God: 

I will be exalted among the nations, I will be exalted in 
the earth. 

Jehovah of hosts is with us; 

The God of Jacob is our refuge.”—Psalm 46: 8-11. 


Tus LESSON STORY 


The terrified ambassadors whom Hezekiah had sent to 
interview the messengers of Sennacherib, carried back their 
ill tidings to the king. But Hezekiah was an honest follower 
of the true God. He knew where to turn in time of trouble. 
He put on the garments of repentance. Then he went into 
the Temple, which had been so recently put in order for the 
worship of God, and prayed to our heavenly Father, asking 
his help. 

The answer to his prayer came in a message from God’s 
prophet, Isaiah. 

“ Be not afraid,” Isaiah sent word to the king. “ Jehovah 
hath sent to thee a message that the king of Assyria shall 
return to his own land. Fear nothing from him. God will 
take care of us.” 

So the ambassadors of Sennacherib carried back to him a 
message of defiance. Again the Rabshakeh came back with 
a letter, and this letter, too, contained defiance for God: 
“ Let not thy God in whom thou trustest deceive thee, saying, 
Jerusalem shall not be given into the hand of the king of 
Assyria. Behold, thou hast heard what the kings of Assyria 
have done to all lands, by destroying them utterly: and shalt 
thou be delivered? Have the gods of the nations deliv- 
ered them?” 

Again Hezekiah went to God for help. He took the letter 
of the king of Assyria to the Temple. He prayed to God for 
help, in wonderful, trustful words, praising God, and asking 
him to save his people out of the hand of the enemy, so that 
all the nations of the world might know the power of the 
true God. 

Again God answered Hezekiah’s prayer through Isaiah, 
the prophet. 





JUNIOR CHURCH SCHOOL LESSONS ah 


“Thus saith Jehovah concerning the king of Assyria, He 
shall not come unto this city, nor shoot an arrow there, 
neither shall he come before it with shield, nor cast up a 
mound against it. By the way that he came, by the same 
shall he return, and he shall not come unto this city, saith 
Jehovah. For I will defend this city to save it, for mine 
own sake, and for my servant David’s sake.” 

God’s promise was fulfilled. ‘That very same night the 
angel of the Lord smote the camp of the Assyrians. A hun- 
dred and eighty-five thousand men died of some strange 
illness. Not an arrow was shot against God’s people. Not 
a bit of harm was done them. Sennacherib, after this loss, 
returned to Assyria, where he was killed by his own sons. 

Once more God had saved his obedient people from de- 
struction, by a miracle. 


Purtine THE Lesson INTo THE Lire oF THE CLASS 
God answers the prayers of his people who trust in him. 





“ Patriotism consists not in waving a flag, but in striving 
that our country shall be righteous as well as strong.” 





Luther’s friend, Melanchthon, said, “ Trouble and _ per- 
plexity drive me to prayer, and prayer drives away trouble 
and perplexity.” Have you ever tried prayer when you are 
in trouble? 





Those who boast loudest are not always the strongest. 





God speaks to us to-day through our teachers and our 
preachers; through our parents; through our consciences; 
through his Word, the Bible. Do you always listen to him, 
as he speaks? Try to keep your ears and your hearts open 
and ready to hear his messages. 


THE LESSON TRUTH IN YouR LIFE 


More good is wrought in the world by prayer than we 
know. So we will pray every day, not only for ourselves, 
but for others. 


278 JUNIOR CHURCH SCHOOL LESSONS 


EXPRESSIONAL ACTIVITY 


Be sure to pray to our heavenly Father every day, asking 
him for help in time of trouble. But remember that prayer 
is not only asking for something. Read the beginning 
of Hezekiah’s prayer. Then repeat the beginning of The 
Lord’s Prayer. Both of these prayers, you see, begin with 
blessing God for his goodness. Let your prayers contain 
praise as well as requests. 


A Porm to READ 


The Assyrian came down like the wolf on the fold, 
And his cohorts were gleaming in purple and gold; 
And the sheen of his spears was like stars on the sea, 
When the blue wave rolls nightly on deep Galilee. 


Like the leaves of the forest, when summer is green, 
The host, with their banners, at sunset were seen; 
Like the leaves of the forest when autumn hath blown, 
That host, on the morrow, lay withered and strown. 


For the Angel of Death spread his wings on the blast; 
And breathed in the face of the foe as he passed; 
And the eyes of the sleepers waxed deadly and chill, 
And their hearts but once heaved and forever grew still. 


And the widows of Asshur are loud in their wail, 
And the idols are broke in the temple of Baal; 
And the might of the Gentile, unsmote by the sword, 


Hath melted, like snow, in the glance of the Lord. 
—Byron. 


EXPRESSIONAL SESSION 
TAKING OUR TROUBLES TO GOD 
II Samuel 22:4, 7 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


King Hezekiah went to God in a time of trouble, just as 
his great ancestor, King David, had done before him. Both 
of these kings called upon God in their distress, and he heard 
their prayers and answered them. And God will do the 
same thing for his people to-day. He will hear us if we call 
upon him; he will answer even before we call, for he knows 


JUNIOR CHURCH SCHOOL LESSONS 279 


our hearts, and that we need help. We will be happier all 
our lives, if we learn, when we are Juniors, to take our 
troubies to God. He will help us as he has helped many 
others in the past. He will be our Refuge and our Strength, 
a very present Help in time of trouble. 


THE CLass PRAYER 
O Lord, we thank thee for the way in which thou hast 
helped those who have needed help in the past, and we pray 
thee to help us, too, when we are in trouble. Help us to be 
thy trusting followers, and to carry our troubles to thee, 
knowing that thou canst help us. Amen. 


VERSES FoR Usk IN THE MEETING 


eealtaee 4 a) fee ol = Isaiah 65> 242, Matthew 0 7045 
I Peter 5: 7. 


Hymns tHat May Bt UsEp IN CONNECTION 
WITH THE MEETING 


“Our God, Our Help in Ages Past.” 

“ Prayer Is the Soul’s Sincere Desire.” 

“ God of Our Fathers, Known of Old.” 

“ Lord, While for All Mankind We Pray.” 
“As Helpless as a Child Who Clings.” 
“The King of Love My Shepherd Is.” 


QUESTIONS FoR UsE IN THE MEETING 

1. Name some kings of Israel and Judah who went to 
God in times of trouble. I Samuel 30:6, 8; II Chronicles 
14 ine 2erligkineset 914. 

2. Name some men in the New Testament whose prayers 
were answered. Acts 9:40; 12:12; 27: 22-25. 

3. Compare Washington at Valley Forge, and Asa before 
the battle with the Ethiopians. 

4. How can Juniors take their troubles to God? 

5. Do you ever take your troubles to God? 


Topics FOR DISCUSSION OR REPORTS 


1. Answers to Prayer in the Old Testament. 
2. Answers to Prayer in the New Testament. 


280 JUNIOR CHURCH SCHOOL LESSONS 


3. Modern Examples of Answered Prayer. 

4. ‘Trusting God for Help in Our Country’s Times of 
Trouble. 

9. Taking Our Troubles to God. 


To READ IN THE MEETING 
“I can do all things in him that strengthened me.” 





“ Asa and his staff must have felt, as they looked over the 
roods of glittering spears, as our own Washington felt at 
Valley Forge, in the most dismal winter of the Revolution. 
He seems to himself to have come to the place of extreme 
catastrophe. As did the ‘ Father of his country,’ the Jewish 
king betakes himself to prayer.” 





“ Daily prayers help to lessen daily cares.” 





In the winter of 1862-1863, the town of Abeokuta, in 
Africa, was besieged by another African tribe. The people 
of Abeokuta were Christians, and many a prayer for safety 
was said. One night a woman’s cry was heard: “’Thou didst 
deliver Hezekiah and his people from the hands of Sen- 
nacherib; do also remember us, O Lord.” And, it is said. 
an extraordinary thing happened. “The enemy lay massed 
about the walls. For fifteen months no attack was made; 
what panic fell upon them in the darkness of the sixteenth 
month was never known, but when morning broke, the 
camps were silent and deserted.” 





When General Gordon was in the Sudan, it was his cus- 
tom to pray for the safety of his forces. When he went into 
his tent, and placed a white handkerchief outside the door, 


all men knew that he was at prayer, and that he must not 
be disturbed. 





“ There is a fine piece of statuary showing George Wash- 
ington at Valley Forge, kneeling in prayer in the woods in 
winter. That kneeling figure explains a great deal of the 
strength of Washington’s life. Tt is no accident that the two 
greatest Americans whom we all look up to and most ad- 


JUNIOR CHURCH SCHOOL LESSONS 281 


mire, Washington and Lincoln, were men of prayer and men 
of faith in God. ‘Their strong belief in God was the rudder 
which guided the ship.” 


SoMETHING To Do THis WEEK 


“ Pray without ceasing.” 

Keep your eyes open all week, and try to find on any of 
our national or state or city monuments, expressions of trust 
in God. Keep a record of this. (For instance, examine a 
Lincoln penny or a quarter.) 


CHARA Rixexex 
WEEK DAY SESSION 
THE MESSAGES OF THE PROPHETS OF JUDAER 
Isaiah 5: 1-6: .6:1-8;.9:6, 7-11: 1-9: 5331-7 
TH MEMory VERSES 


“ Blessed be the Lord, the God of Israel; 
For he hath visited and wrought redemption for 
his people, 
And hath raised up a horn of salvation for us 
In the house of his servant David 
(As he spake by the mouth of his holy prophets 
that have been from of old).”—Luke 1: 68-70. 


THE Lksson STORY 


At the time when the Assyrians under Sennacherib in- 
vaded Judah, the great prophet to whom the king went for 
advice was Isaiah, the son of Amoz. Isaiah had been called 
to be a prophet of God in the year of the death of King 
Uzziah, the great-grandfather of King Hezekiah, 735 B. ¢c., 
so, you see, at the time of the invasion of Judah, 701 B. c., he 
had been preaching and prophesying for a long time. 

The call of Isaiah had come for the first time when he was 
only a young man of perhaps twenty-five years of age. He 
was in the Temple, praying. As he prayed he seemed to see 
the Lord sitting upon a lofty and high throne, with the skirts 
of his robe filling the Temple. Six-winged seraphim were 
standing by him, waiting to do God’s will, and saying to one 
another, “ Holy, holy, holy, is Jehovah of hosts; the whole 
earth is full of his glory.” The foundations of the Temple 
seemed to shake, and Isaiah cried out, “ Woe is me,” for he 
felt that he was too sinful to see the King of hosts. One of 
the seraphim flew to him, and touched his lips with a burning 
coal from the altar, and told the young man that his sins 
were forgiven. ‘Then, after this preparation, he heard the 


282 


JUNIOR CHURCH SCHOOL, LESSONS 283 


voice of God saying: “ Whom shall I send, and who will go 
for us?” The young prophet answered at once: ‘ Here am 
I; send me.” He knew that God had special work for him 
to do, and he did his very best to follow God’s commands. 

At this time Isaiah was unknown to the people, inexperi- 
enced in the work that he knew God wanted him to under- 
take. He felt that God would help him. He was a man of 
great imagination, and a poet, and he planned to make him- 
self known to the people in a way that would attract their 
attention. 

So, one day, when there was a festival in Jerusalem, when 
the people from the country districts, who knew all about 
farms and vineyards and fruit-growing, had gathered to- 
gether, ready to be entertained, he suddenly appeared among 
them and began to prophesy, in words which sounded like a 
song, and attracted their attention immediately. 

“Let me sing you a song about a vineyard,” he said. 
Then he pointed out the way in which the farmer tried to 
make his vineyard fruitful: how he dug up the ground and 
gathered up the stones, and planted the chcicest vines, and 
built a protecting watchtower. But, after all this trouble, 
the prophet continued, the ground produced nothing but wild 
grapes, sour and useless. What should the owner do? 
Should he not tear up the vines, and make the vineyard a 
waste? 

Isaiah paused. His listeners probably nodded their heads 
in approval. Then the prophet showed them the lesson of 
warning that he wanted to teach. Jehovah was the Owner 
of the vineyard, and Judah was the well-cared-for vineyard, 
which nevertheless produced only poor fruit. What should 
God do to them? If they did not obey his commands, he 
would destroy them. So Isaiah warned the people that they 
must repent. 

For many years Isaiah preached and taught. King 
Jctham, who succeeded Uzziah, died. Wicked King Ahaz 
came to the throne and paid no attention to the prophet’s 
warnings. But King Hezekiah was different from his 
father. He turned to the prophet for advice, and because he 
tried to follow the counsels of God’s prophet, his reign was, 
on the whole, glorious and prosperous, and the nation was 
saved from the Assyrian invasion. 


284 JUNIOR’ CHURCH SCHOOLSLESSONS 


But Isaiah was not only a prophet of warning. He fore- 
told a time of wonderful peace and happiness for the world; 
he foretold the coming of the Messiah King who was to rule 
the world. His prophesies are among the greatest in the 
Bible. As you read the words of Isaiah 9:6, 7; 11:1-9; 
53: 1-7, remember that they were spoken more than seven 
hundred years before Jesus came, and you will appreciate 
them all the more. 

There is an old story which is not in the Bible, which says 
that Isaiah lived until the days of King Manasseh, who fol- 
lowed Hezekiah. ‘This king was very wicked, and he ordered 
that the prophet be put to death in a terrible manner—that 
is, he was to be “ sawn asunder.” But, no matter how Isaiah 
died, his teaching and his prophecies will live on forever, and 
he will always be remembered as one of the greatest men of 
all the world. 


HANDWORK 


Copy the words of Isaiah 9:6, 7 on a piece of smooth, 
white paper. Make the lettering just as attractive as pos- 
sible. Perhaps your verse will be neat enough to have 
framed, and hung upon the wall. 


NoteBook WorK 
Write in your notebook a short account of Isaiah the 
prophet, making the connection between this lesson and the 
last through the way in which Isaiah helped King Hezekiah. 


Memory Work 
Learn the words of one of Isaiah’s most beautiful prophe- 


cies, Isaiah 11: 1-9. 
SUNDAY SESSION 
THE MESSAGES OF OTHER PROPHETS 
Micah’473°3°5 (2¢,67379/1 6-209 Nahum ele 
Joel 1:15; 2: 12-14 
Tue Memory VERSE 


“Tam Jehovah your God, and there is none else; and my 
people shall never be put to shame.”’—Joel 2: 27, 


JUNIOR CHURCH SCHOOL LESSONS 285 


Tue Lesson Story 


In Judah there were other prophets of God than Isaiah. 
Joel and Micah and Nahum all wrote prophecies of warning 
to the people, and promised that God would show mercy to 
them if they repented of their sins. Joel was one of the 
earliest prophets whose writings have come down to us. His 
words seem more like the words of Elijah than like those of 
Isaiah. ‘They were full of the spirit of war, and of venge- 
ance. But he saw that true worship and true repentance 
were matters of the heart, and he warned the people that 
God wanted them to rend their hearts and not their gar- 
ments. He foretold the day when all the people of the world 
should be blessed, when all should see clearly the truths of 
religion which only the prophets saw in his time. 

Another prophet whose words were put in writing very 
early, was Micah. He lived at the same time as Isaiah, al- 
though he was somewhat younger. He was a native of 
Judah, and he saw, as did Isaiah, that his loved country 
would have to be punished if its people did not return to the 
worship of the true God. 

Micah, like Isaiah, foresaw a time of peace, when the 
people of the world should beat their swords into plow- 
shares, and their spears into pruning knives to be used in 
cultivating fruit trees. He, too, foresaw the time when a 
Saviour should be born, who should bring redemption to 
the world. He even foretold that this Saviour should be 
born in the little town of Bethlehem. Micah 5: 2. 

Nahum, too, was one of the early prophets. He foretold 
the downfall of the Assyrian city of Nineveh. We know 
nothing about his own history, nor about that of Obadiah, 
who wrote another short prophecy at about this same time. 

One prophet after another warned the people of Judah 
that they should repent, and turn from the worship of idols 
to the worship of God. But still there were many of the 
Jews who continued to go to the high places where the gods 
of the heathen were worshiped. ‘They forgot that they had 
been chosen to be God’s people. They paid little attention to 
God’s messages, or to his great mercies, and day after day, 
matters in Judah grew worse. 


286 JUNIOR CHURCH SCHOOL LESSONS 


PuTTING THE LESSON INTO THE LIFE OF THE CLASS 


We should heed the warnings of God’s messengers, and 
try to do right. 





If we are truly sorry for the wrong things which we have 
done, we will show it by the way we act, and not by 
words only. 





Do you know the old poem about the children who all told 
their mother that they loved her, and then, all but one forgot 
to do what she asked them to do? One child showed true 
love by her acts. Read the verses on this page. If we truly 
love God, we will show it by our acts. The prophets of 
Israel foresaw a time when all the world should be at peace, 
and Juniors can help to make peaceful the little corner of 
the world where they are, by keeping their tempers under 
control; by being generous and unselfish; by being truthful, 
courageous, and obedient. Try to keep your part of the 
world’s peace. If every Junior of to-day did this all his life, 
what would happen in a few years? 


THE LESSON TRUTH IN Your LIFE 


We will listen to the messages which God sends us through 
those who speak of him, and will try to do as he wants us to 
do, showing by our lives as well as by our words that we are 
trying to follow him. 


EXPRESSIONAL ACTIVITY 


Try this week to show by your acts and by your life, as 
well as by your words that you are a follower of Christ. 


To READ WITH THE LESSON 


“*T Jove you, mother,’ said little John, 
Then, forgetting his work, his cap went on, 
And he was off for the garden swing, 
Leaving her water and wood to bring. 


“*T love you, mother,’ said little Nell, 
‘I love you more than tongue can tell.’ 
Then she teased and pouted half the day, 
Till mother was glad when she went to play. 





JUNIOR CHURCH SCHOOL LESSONS 287 


**T love you, mother,’ said little Nan, 
‘To-day I'll help you all I can; 
How glad I am that school doesn’t keep!’ 
So she rocked the babe till he fell asleep. 


“Then stepping softly, she fetched the broom, 
And swept and tidied up the room; 
Busy and happy all day was she, 
Helpful and happy as child could be. 


“*T love you, mother,’ again they said, 
These three little children going to bed. 
How do vou think the mother guessed 
Which one of the three loved her best?” 


EXPRESSIONAL SESSION 
PRPACHINGS, OF THE PROPHETS FOR US TO-DAY. 
Hebrews 1:1, 2 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


Although the prophets of Bible times lived so many hun- 
dreds of years ago, they have messages for us who live 
to-day, as well as for those of their own time. The mes- 
sages of repentance, of following the true God instead of 
idols, of worshiping our heavenly Father in the right way, 
of living peaceably with all men, are messages for us, too. 
God has spoken to us, still further, however, through Jesus 
Christ, our Lord and Saviour, whose life was a fulfillment 
of what the prophets foretold. Let us ask God to help us to 
learn the lessons which the Bible teaches us, in both the Old 
and New Testaments. 


Tue CLAss PRAYER 
Help us, O Father in heaven, to learn the lessons which 
thou hast taught through the prophets. Help us to try to 
carry out thy will. We ask in the name of Jesus, through 
whom thou hast also spoken to us. Amen. 


VERSES FoR USE IN THE MEETING 
Peaialele el Oo MO oa 4 Or b 0. Aen Mican O76; 
ea So2OmNaliiinela Anil sa}oely2) Logit Zs 


288 JUNIOR (CHURCH SCHOOD LESSONS 


Hymns THAT May Br UseEp IN CONNECTION 
WITH THE MEETING 


Whiter Than Snow.” 
“ Round the Lord in Glory Seated.” 
“ T’ll Go Where You Want Me to Go, Dear Lord.” 


QUESTIONS For USE IN THE MEETING 


Name four prophets of Judah. 

What did they teach about the coming of Christ? 
What can you tell of Isaiah’s message? 

What did Micah preach? 

Did Nahum have any word for us to-day? 

How did Joel foretell the future? 


Duk ON 


Topics FOR DISCUSSION OR REPORTS 


1. The Lesson of Repentance. Isaiah 1:18; 5526.97 
Joel 2:13. 

2. The Lesson of Mercy and Justice. Isaiah 11:4; 
Micah 6: 8. 

3.’ (The Lesson‘ot: Peace) “isaiahtl 1:9 --Nahumeaeeee 

4. The Lesson of the Power of God. Isaiah 55: 8-11; 
Joel 3: 17. 

5. The Lesson of the Kindness of God. Micah 7: 18-20; 
Nahum 1:7. 

6. The Missionary Lesson. Isaiah 6:8; 9:2. 

7. The Fulfilling of Prophecy in the New Testament. 


To READ IN. THE MEETING 


“Come, every soul by sin oppressed, 
There’s mercy with the Lord, 
And he will surely give you rest, 
By trusting in his Word.” 


“Hark, the voice of Jesus crying, 

‘Who will go and work to-day? 

Fields are white, and harvésts waiting; 
Who will bear the sheaves away?’ 

Loud and long the Master calleth, 
Rich reward he offers free; 

Who will answer, gladly saying, 
‘Here am I; send me, send me.’” 


"tee 


JUNIOR CHURCH SCHOOL LESSONS 289 


“Whoe’er to thee themselves approve 
Must take the path thyself hath showed; 
Justice pursue, and mercy love 
And humbly walk by faith with God.” 


“A mighty Fortress is our God, 
A Bulwark never failing; 
Our Helper he amid the flood 
Of mortal ills prevailing.” 


“Lord Jesus, I-long to be perfectly whole; 
I want thee forever, to live in my soul; 
Break down every idol, cast out every foe; 
Now wash me, and I shall be whiter than snow.” 


SOMETHING To Do T'HIs WEEK 


Try to carry out in your own lives each one of the teach- 
ings of the prophets, given under “ Topics for Discussion 
or Reports.” 


CHAPTER XXXI 
WEEK DAY SESSION 
JOSIAH WALKS IN DAVID'S WAYS 
II Chronicles, chapter 34 
THE MrEMory VERSE 


“Let the wicked forsake his way, and the unrighteous 
man his thoughts; and let him return unto Jehovah, and he 
will have mercy upon him; and to our God, for he will 
abundantly pardon.’”—Isaiah 55: 7. 


THE LESSON STORY 


After the death of Hezekiah, the good king of Judah, 
wicked Manasseh came to the throne and reigned for fifty- 
five years. Manasseh not only allowed the services of the 
Temple and the worship of the true God to be neglected, but 
he himself also worshiped heathen idols, and even permitted 
their shrines to be set up in the Temple itself. 

At last, Manasseh died, and his son, Amon, who was as 
wicked as his father had been, came to the throne. But his 
wickedness was too great to be endured by even the wicked 
followers of his court, and after two years they conspired. 
against him, and put him to death in his own palace. Then 
they made his little eight-year-old son, Josiah, king in his 
place. 

Perhaps it was Josiah’s mother, whose name was Jedidah 
(which means “ God’s darling”) who influenced Josiah to 
turn away from the idols, which his father and his grand- 
father had worshiped, back to the true God whom his great- 
grandfather, Hezekiah, and his ancestor, David, had loved. 
At any rate he soon began to “ seek after the God of David.” 
He was only a little older than the Juniors in our school 
to-day—fifteen or sixteen—when he became an earnest fol- 
lower of God. He found good teachers who told him the 


290 





Copyrighted by Harold Copping. Harold Copping. 


FINDING THE BOOK OF THE LAW 


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JUNIOR CHURCH SCHOOL LESSONS 291 


story of what God had done for his people—Hilkiah, the 
high priest, and Shaphan, the secretary of state. They ad- 
vised him well, and as soon as he was old enough, when he 
was twenty, he took matters into his own hands, and tried to 
lead the people back to the worship of the true God. 

One of the first things that he did was to have destroyed 
the high places and the shrines where the gods of the heathen 
were worshiped. When he was twenty-six years old, he 
ordered that the Temple should be put in order again, and 
from all over the land money was collected for this purpose. 
Workmen were engaged to do this, and they did their work 
so honestly and faithfully that no accounting of the money 
spent had to be made. The walls of the building were re- 
built; broken places were mended; rubbish and dirt were 
cleared out. It was while this was being done that some 
money was discovered in the Temple. But there was some- 
thing more valuable than money hidden under a heap of 
stones and rubbish—a copy of “the book of the law,” hid- 
den, so old Jewish writings, not the Bible, tell us, to save it 
from being burned by King Ahaz. No one had seen the 
book of the law for many years. It was that part of the 
Bible which had been written before that time. Probably 
this copy was written, as were all the books of the Jews in 
those days, upon a strip of skin, rubbed until it was thin and 
smooth, and called ‘“ parchment.” Each end of the strip 
was rolled upon a rod, and the Hebrew words were written 
in up-and-down columns. The reader began to read at the 
lower, right-hand corner, and, as he read, rolled the parch- 
ment which he had finished, on the right-hand roller. (Try 
this, to see how it was done.) Since every letter in these 
old books was written by hand, books were very valuable. 

Hilkiah, as he looked through the contents of the old 
storeroom of the "Temple, found this copy of the book of 
the law. He was the high priest. He knew immediately 
what he had found. He and Shaphan looked over the book 
together, and then Shaphan hurried with it to the king. 

“We have found a book in the Temple, O king,” he said, 
for he knew that Josiah would want to know everything that 
had to do with God’s house. Then he unrolled the book, 
and started to read. 

As the king heard the words which the secretary read, he 


292 JUNIOR CHURCH SCHOOL LESSONS 


was startled. Perhaps Shaphan read words like these from 
the book of Deuteronomy: “ And it shall come to pass, if 
thou shalt hearken diligently unto the voice of Jehovah thy 
God! . 7) Blessed shalt thouibe®. 2 2 he will blessstheemag 
the land)... Buts. 2. if} thou wiltmmot hearken sa pesuait 
thou serve thine enemies that Jehovah shall send against 
thee, in hunger, and in thirst, ...and in want of all 
things.” 

Josiah knew that the nation had not been hearkening dili- 
gently to the voice of God. He tore his garments, as a sign 
of grief, and then he called out to his officers ’round about, 
“Go, inquire of God, and ask what we should do.” 

That was the very best thing that Josiah could have done. 
He was right in trying to find out God’s will for the nation. 
Messengers went straightway to Huldah, the prophetess, the 
wife of the keeper of the priests’ garments in the Temple. 
Her words were sad, for she foretold the downfall of Judah; 
but she said, also, that because Josiah was trying to do right, 
God would not send punishment to the kingdom during his 
lifetime. As long as the people tried to obey God, he would 
keep them safe from their enemies. 


HANDWORK 
Make again a copy of a book such as was read in the time 
of Josiah. On it write the words from the Bible which are 
given in the lesson. They are part of Deuteronomy, 
chapter 28. 


NoteBook Work 
Write in your notebooks, in your own words, the story of 
the finding of the book of the law. 
Add to your list of the kings of Judah the following 
names : : 


Manassetie i 3 ide riers teen ea pe more mean 698 B. c.—642 B. c. 
AMON eee ene ec eee ne 642 B. c.640 B. c 
Tostahiprretsstsc\s sree sit tp eters uate as eerenterse® 639 B. c.—608 B. c. 


Memory Work 


“Lord, thy Word abideth, 
And our footsteps guideth; 
Who its truth believeth, 
Light and joy receiveth. 


JUNIOR CHURCH SCHOOL LESSONS 293 


“When our foes are near us 
Then thy Word doth cheer us; 
Word of consolation, 

Message of salvation. 


“O that we, discerning 
Its most holy learning, 
Lord, may love and fear thee, 
Evermore be near thee.” 


A BrisLuE WuHIcH Was Lost AND FouND IN MopERN ‘TIMES 


When the missionaries of the London Missionary Society 
first entered Madagascar in the year 1820, they were well 
received by the king of that country, and before long a num- 
ber of natives were converted to Christianity. But the 
king’s successor, Queen Ranavalona I, who hated the Chris- 
tians, issued, in March, 1835, a decree against them, making 
even the possession of Christian books punishable by death. 
Three months later the last missionaries were obliged to 
leave the country, but not before they had finished printing 
the Bible in Malagasy, and had distributed copies among the 
native converts. They also buried in the earth, and stored 
in various other hiding places, seventy complete Bibles and 
several cases of New Testaments, Psalters, and other parts 
of the Bible. These books, which were passed stealthily from 
hand to hand and were read in secret at the peril of the 
native Christians’ lives, became the fuel which kept the 
sacred fire burning until the missionaries were allowed to 
return, a quarter of a century later. By that time the little 
band of Malagasy Christians had actually grown from two 
hundred to over two thousand. 

During the period of persecution one little body of Chris- 
tians in a village called Fihaonana, had kept a copy of the 
Scriptures. On hearing that the queen’s officers were com- 
ing to search the village they held an anxious consultation to 
decide upon some secret place in which their Bible might be 
safely hidden. “For,” they said, “if we lose our Bible, 
what shall we do?” 

A little to the northeast of their village was a hill, near 
the foot of which stood a cluster of large bowlders. Inside 
that cluster from ten to thirty converts used to hold services 
each Sunday. Underneath one of the largest of the bowlders 


294 JUNIOR CHURCH SCHOOL LESSONS 


at the foot of the hill, the people had dug out a cave to serve 
as a smallpox hospital for the village; in a dark corner of 
this cave their Bible was hidden under two slabs of granite. 

The queen’s officers arrived at the village to search for 
the Bible and for other Christian books which the queen and 
government believed, from the reports of spies, were to be 
found there. A search was made in vain in the huts of the 
suspected, and in the rice fields; and then the officers made 
straight for the cluster of bowlders on the hillside. When 
they were actually on the point of entering the cave where 
the Bible lay, a villager said, “ I suppose that you know that 
this is the smallpox hospital?” ‘“ We did not,” they said, 
starting back in horror. ‘ Wretch! Why did you not tell us 
sooner? Why did you let us come so near?” ‘The officers 
beat a hasty retreat—and the Bible was safe. This very 
volume may be seen to-day. The book has been carefully 
repaired by its native owners, sewed with thread and vege- 
table fiber, and protected with a cover of roughly tanned 
skins.—MIssionary GLEANINGS. 


SUNDAY SESSION 
THE GREAT PASSOVER OF JOSIAH 
II Chronicles 35:1, 2, 16-19 


THe Memory VERSE 
“Thy word have I laid up in my heart.”—Psalm 119: 11. 


Tue Lesson Story 


When Josiah had heard the words of the book of the law, 
and knew from it God’s commands, he sent word to all the 
people of Jerusalem to come together in the Temple. ‘There, 
standing by one of the great pillars, he read to the people the 
words of the book, and they all tried to keep Jehovah’s com- 
mandments. Then he commanded that they should prepare 
to keep the passover. Word was sent to all the people of 
Judah. ‘Those who wanted to come from Israel were in- 
vited. The king gave to the people more than thirty-three 


JUNIOR CHURCH SCHOOL, LESSONS 295 


thousand animals for sacrifice; the other men in authority 
gave more than eight thousand. The service was planned 
according to the rules which they had found written in the 
book of the law. There was feasting and music and re- 
joicing, for all the people were glad to return again to the 
worship of the true God. 

And they showed that they wanted to serve him honestly 
and truly, for during the rest of Josiah’s life, “ they departed 
not from following Jehovah, the God of their fathers,” 
And as for Josiah, the Bible tells us, “like unto him there 
was no king before him, that turned to Jehovah with all his 
heart, and with all his soul, and with all his might, according 
to all the law of Moses; neither after him arose there any 
like him.” 

Thirteen years after Josiah’s great passover, the Pharaoh 
of Egypt, Pharaoh-necho, invaded Palestine, on his way to 
the Euphrates, where he expected to try his strength against 
that of Assyria. Josiah felt that he was an ally of Assyria. 
He met the Pharaoh in battle at Megiddo, in the Plain of 
Jezreel, and in the fight was mortally wounded by an arrow. 
His attendants moved him from his war chariot into a 
second chariot, and took him to Jerusalem. There he died. 
He was mourned and lamented by Jeremiah the prophet, and 
by all the people over whom he had ruled for many years, 
wisely and well. 


PutTING THE LEsson INTO THE LIFE OF THE CLASS 


When Josiah and the people of Judah learned, from the 
book of the law, what God wanted them to do, they tried to 
do it with all their hearts and with all their souls, and with 
all their strength. So should we try to do God’s will. 





We should try to find out God’s will for us through read- 
ing his Word, the Bible, as Josiah found it out. We should 
try to lead others to the right, as Josiah tried to lead the 
people of Judah and of Israel. 





We should follow the leadership of a good man, as the 
people followed Josiah. But we should be strong enough, 
ourselves, to do right, even though our leaders fail us. 


296 JUNIOR CHURCH SCHOOL LESSONS 


THE Lesson. [TRutTH IN YOouR LIFE 


God wants us to read his Word, the Bible, to listen to the 
advice of our elders, to listen to the little voice within, and 
then to do his will as we learn it in these ways. 


EXPRESSIONAL ACTIVITY 


Try to learn God’s will for you, and then to do it with 
all your “ might and main.” 


How Kine Jostan DIED 


Now Neco, king of Egypt, raised an army and marched to 
the River Euphrates, in order to fight with the Medes and 
the Babylonians, who had overthrown the dominion of the 
Assyrians, for he had a desire to reign over Asia. Now 
when he was come to the city Mendes, which belonged to the 
kingdom of Josiah, he brought an army to hinder him from 
passing through his own country, in his expedition against 
the Medes. Now Neco sent a herald to Josiah, and told him 
that “he did not make this expedition against him, but was 
making haste to the Euphrates; and desired that he would 
not provoke him to fight against him, because he obstructed 
his march to the place whither he was resolved to go.” But 
Josiah did not admit of this advice of Neco’s, but put him- 
self into a posture to hinder him from his intended march. 
I suppose that it was fate that pushed him on to this conduct, 
that it might take an occasion against him; for, as he was 
setting his army in array, and rode about in his chariot, from 
one wing of his army to another, one of the Egyptians shot 
an arrow at him, and put an end to his eagerness of fight- 
ing ; for being sorely wounded, he commanded a retreat to be 
sounded for his army, and returned to Jerusalem, and died 
of that wound, and was magnificently buried in the sepulcher 
of his fathers, when he had lived thirty-nine years, and of 
them had reigned thirty-one. But all the people mourned 
greatly for him, and Jamented and grieved on his account 
many days: and Jeremiah the prophet composed an elegy to 
lament him, which is extant till this time also.— JosEPHuUs, 
“ ANTIQUITIES OF THE JEWS.” 


JUNIOR CHURCH SCHOOL LESSONS 297 


EXPRESSIONAL SESSION 
OUR BIBLE 
II Timothy 3: 14-17 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 

The greatest and most wonderful Book in the world is the 
Bible, the Book which was lost under the Temple rubbish; 
the Book which wicked men have so many times tried to 
destroy. Yet they have never accomplished their wicked 
will; always God’s Word has been preserved in a marvelous 
way. And nowadays it seems as if there would be no possi- 
bility of completely losing or destroying God’s Word. Just 
think! It has been translated in whole or in part into more 
than seven hundred different languages and dialects. It is 
quoted in thousands of different books. Thousands of 
people know long passages by heart. Let us thank God 
that the world seems to be in no danger of losing his Word 
to-day, that it will endure forever, as the Prophet Isaiah 
foretold. 


% 
THE CLass PRAYER 

Our Father in heaven, we thank thee that thy Word, the 
Bible, is known and loved by so many people in the world 
that there is now little danger that we shail lose it, as the 
Jews in the days of Josiah lost it. Kut lead us to under- 
stand, too, that if we forget thy commands, and neglect to 
read thy Word, we lose it in another way. Help us to know 
thy Word, and to do thy will. Amen. 


VERSES FoR USE IN THE MEETING 
Psalms 119: 11, 105; Luke 24:27; John 20:31; Romans 
15:4; Hebrews 1:1, 2. 


Hymns THat May Br UsEp IN CONNECTION 
WITH THE MEETING 
“ Holy Bible, Book Divine.” 
“Thy Word Is Like a Garden, Lord.” 
“Lord, Thy Word Abideth.”’ 
“ Who Would Not Love the Bible?” 
“Lamp of Our Feet.” 


298 JUNIOR CHURCH SCHOOL LESSONS 


QUESTIONS FOR USE IN THE MEETING 


(You will find the answers to some of these questions by 
looking in the book, “ Jesus, the Light of the World,” Les- 
sons XX XIII to XXX VII.) 

1. Who wrote the Bible? 

2. Who first translated the Bible into English? 

3. Who first translated the Bible into Chinese? 

4. Who translated it into Burmese? into American 
Indian ? . 

5. Into how many languages has it been translated ? 

Do you think that it could be lost? 
How many books are there in the Old Testament ? 
How many writers can you count? 


COND 


Topics FoR DiscussION or REPORTS 


The Story of the Chinese Bible. 

The Story of the Bible that Was Hidden in a Pillow. 
William Carey, and the Bible for the People of India. 
The Bible for the Cree Indians. 

The Writers of the Old Testament. 

The Writers of the New Testament. 

How We Can Lose the Bible To-Day. 


ARGS AM er al hehe 


To READ IN THE’ MEETING 


“The Bible is the best gift God has given to man.”— 
ABRAHAM LINCOLN. 





“No man can be considered a truly educated man who is 
ignorant of the Bible.’—PrESIDENT SCHURMAN, 





“Young man, my advice to you is that you cultivate an 
acquaintance with and a firm belief in the Holy Scrip- 
tures,”’—BENJAMIN FRANKLIN. 





“If you were as good as your Book, you would conquer 
India for Christ in five years.’.—A BRAHMAN ‘TO A 
MISSIONARY, 


JUNIOR CHURCH SCHOOL LESSONS 299 


THE Srxty-S1x Books 


“Moreover by them is thy servant warned.”—Psalm 19: 11. 


Sixty-six singers, singing sweet and true, 
And setting all the world to singing, too. 


Sixty-six soldiers, vigorous and strong, 
Valiantly attacking cruelty and wrong. 


Sixty-six judges, learned in the Law, 
Uttering decisions free from fear or flaw, 


Sixty-six artists—wond’rously they paint 
Kings and sages, common folks, angel, devil, saint. 


Sixty-six explorers, keen to search and find 
All the hidden secrets of life and death and mind. 


Sixty-six masons, marvelously skilled; 
One majestic temple they united build. 


Sixty-six farmers, planting holy seed, 
Happily upspringing in holy thought and deed. 


Sixty-six teachers, keeping perfect school, 
Where faith the law is, and love the rule. 


Sixty-six doctors, knowing well to cure, 
Masters of the medicine healing swift and sure. 


Sixty-six sailors, bearing us away 
To a better country, to a brighter day. 


—Amos R. WELLS, IN THE SuNpAY ScHooL TIMES. 


SoMETHING TO Do THIs WEEK 


Learn the names of the books of the Old Testament if you 
do not already know them. 
Give a copy of the Bible to a child who does not have one. 


CHAPTER XXXII 
WEEK DAY SESSION 
JEHOIAKIM BURNS THE PROPHET’S MESSAGE 
Jeremiah 36: 11-32 


Tor MEMory VERSE 


“The grass withereth, the flower fadeth; but the word of 
our God shall stand forever.’—lIsaiah 40: 8. 


Tur Lesson STORY 


When good King Josiah died as the result of a wound 
received in the battle of Megiddo, he was succeeded by his 
son Jehoahaz. But Jehoahaz was not like his father; he 
was a wicked king; “he did that which was evil in the sight 
of Jehovah.” He reigned only three months, and then was 
taken captive by Pharaoh, who was still fighting with the 
people of Palestine, and sent as a prisoner to Riblah. In his 
place, Pharaoh made king another son of Josiah—Eiakim, 
whose name he changed to Jehoiakim. 

Soon after the beginning of Jehoiakim’s reign, he found 
that he was in trouble. You remember that Israel had 
always suffered because armies passing between Assyria and 
Egypt, the two most powerful nations of ancient times, went 
so frequently through its territory. Assyria had been con- 
quered by the Chaldeans, whose capital was Babylon in the 
land of Babylonia. Now, Jehoiakim, who had been made 
king by Egypt, found that Nebuchadnezzar, king of Babylon, 
was his enemy. Jehoiakim was forced to become Nebuchad- 
nezzar’s vassal. After three years, however, he rebelled, and 
again the Chaldeans came against Judah. The king of Egypt 
‘no longer came to their aid. The situation was dangerous. 

During the early part of Jehoiakim’s reign the Prophet 
Jeremiah was commanded by God to speak words of warning 
to the people. He saw that Jehoiakim was forgetting the 


300 


JUNIOR CHURCH SCHOOL LESSONS 301 


true God, and was leading the people into sin. He went 
boldly into the outer court of the Temple, and there he de- 
nounced the king and the people for their faithlessness, and 
the way in which they had forgotten the lessons which they 
had seemed to know so well in the days of Josiah. He 
warned the nation that God’s decree of punishment would 
be carried out, unless they repented and obeyed God’s laws. 

To the people and to the king, Jeremiah’s words seemed 
treasonable. They “laid hold on him, saying, Thou shalt 
surely die.’ They wanted to put him into prison. But 
because the princes and the priests did not think that he 
should be slain, he was allowed to go free for the time. 

But later, Jeremiah was put into prison. ‘There, in the 
fourth year of the reign of King Jehoiakim, God’s word 
came to him again, this time commanding him to write in a 
book the words which God told him to write. God wanted 
to give to the people of Judah another chance: “It may be 
that the house of Judah will hear ... that they may re- 
turn .. . that I may forgive their iniquity and their sin.” 

Days and weeks and months passed. Jeremiah spoke to 
Baruch, his secretary, the words which God told him to 
speak, and Baruch wrote them down on the parchment scroll, 
which was the book of those days. They waited for a good 
opportunity to read God’s words to the people. At, last the 
chance came. A great fast day was proclaimed, because the 
people were so terrified by their enemies. Jeremiah sent 
Baruch to read the words of God to the people, at the time 
of this fast. 

It was a chilly day in December. Baruch went up into a 
sort of balcony overlooking the gate of the Temple court. 
There he read God’s Word to the assembled people. 

Micaiah, one of the men in authority, heard the words of 
Baruch. He went to the room where the princes were sit- 
ting and told them what he had heard. They sent for 
Baruch, and had him read to them what he had read to the 
people. As they listened, they turned in fear toward one 
another. 

“We will surely tell the king of all these words,” they 
said. ‘Then they asked Baruch how he had come to write the 
scroll, at Jeremiah’s dictation, and Baruch told them. The 
princes knew that both the prophet and the scribe were in 


302 JUNIOR CHURCH SCHOOL LESSONS 


danger. They told Baruch to hide, and then they went to 
make a report to the king. 

King Jehoiakim was sitting in his winter house. By him 
there was a little brazier, with a fire of charcoal in it. He 
was in a bad humor. When he heard about the scroll, he 
sent Jehudi, one of his courtiers, to get it. Jehudi read 
three or four columns of the scroll. Then the king in a 
rage seized it and with the knife which the scribes used in 
cutting pens, he slashed*the parchment into bits, casting one 
piece after another into the fire until the whole was con- 
sumed. The princes tried to prevent his act, but failed. He 
would show that he was not afraid of these threatening 
words which the prophet had written! He would do as he 
pleased! He sent messengers to punish Jeremiah and 
Baruch, but God hid his servants, and they could not be 
found. 

But it did not do any good for Jehoiakim to try to destroy 
God’s Word. He could not do it. “The word of our God 
shall stand forever,’ and Jehovah commanded Jeremiah and 
Baruch to take another roll, and to write in it all that had 
been written in the first roll, and more besides, for “ con- 
cerning Jehoiakim king of Judah thou shalt say, Thus saith 
Jehovah« Thou hast burned this roll, saying, Why hast thou 
written therein, saying, The king of Babylon shall certainly 
come and destroy this land, and shall cause to cease from 
thence man and beast? Therefore thus saith Jehovah con- 
cerning Jehoiakim king of Judah: He shall have none to sit 
upon the throne of David; and his dead body shall be cast 
out in the day to the heat, and in the night to the frost. And 
I will punish him and his seed and his servants for their 
iniquity ; and I will bring upon them, and upon the inhabit- 
ants of Jerusalem, and upon the men of Judah, all the evil 
that I have pronounced against them, but they hearkened not. 
Then took Jeremiah another roll, and gave it to Baruch the 
scribe, the son of Neriah, who wrote therein from the mouth 
of Jeremiah all the words of the book which Jehoiakim king 
of Judah had burned in the fire; and there were added be- 
sides unto them many like words.” 

And God’s words were fulfilled, for soon the end came to 
Jehoiakim and to Jerusalem and to Judah. 


JUNIOR CHURCH SCHOOL LESSONS 303 


HANDWORK 


Oriental houses belonging to rich people were usually quite 
different from the houses of the poorer people, about which 
we have studied so often. The houses of the wealthy are 
usually built in a quadrangle, around a central courtyard, 
which sometimes contained a fountain, or a well. The inner 
rooms are warmer, and more protected from the weather, 
and for this reason are called “the winter-house.” The 
outer rooms, which are more exposed to cold, are called 
“the summer-house.” (Find a reference to these in Amos 
3:15.) Jehoiakim was sitting in the warm “ winter-house,” 
and because it was the “ ninth month ” (December), and was 
chilly, he had a fire in a little brazier, or three-legged stand, 
beside him. Make a plan of the scene upon the sand table. 
Remember that the king’s palace was finer than the houses 
of ordinary people. 


NotEBook WorK 


Tell this story in your own words in your notebook. Add 
to your list of the kings of Judah, the names of those you 
have had this week. 

CHOAUAZ mer PY aU Et eye. 6S «fei 5% 608 B. Cc. 
en Gta itt a ee ee ire ose SS arene. 608 B. c.—598 B. Cc. 


MrMory WorkK 
Learn the words of another hymn about the Bible: 


“Thy Word is like a garden, Lord, 
With flowers bright and fair; 
And everyone who sees may pluck 

A lovely nosegay there. 


“Thy Word is like a deep, deep mine; 
And jewels rich and rare 
Are hidden in its mighty depths 
For every searcher there. 


“Thy Word is like a starry host; 
A thousand rays of light 

Are seen, to guide the traveler 

And make his pathway bright. 


304 JUNIOR CHURCH SCHOOL LESSONS 


“Thy Word is like an armory, 

Where soldiers may repair, 
And find, for life’s long battle day, 

All needful weapons there. 


“Oh, may I love thy precious Word, 
May I explore the mine, 
May I its fragrant flowers glean, 
May light upon me shine; 


“Oh, may I find my armor there, 
Thy Word* my trusty sword; 
I'll learn to fight with every foe 
The battle of the Lord.” 


SUNDAY SESSION 


HOW THE BIBLE HAS BEEN PRESERVED 
FOR US 


Hebrews 1:1, 2 


Toe MEMory VERSE 


“The sum of thy word is truth; 


And every one of thy righteous ordinances endureth for 
ever.”—Psalm 119: 160. 


i] 
THE LESSON STORY 


Many, many times since the days of Jehoiakim, there have 
been attempts to destroy the Word of God, but these at- 
tempts have always failed, and it has been preserved for us. 

For many years, however, the Bible was lost to many of 
the people of the world because they could not understand 
it. It had never been translated into their own languages, 
and was read to them in Latin in the churches. One of the 
first attempts to put the Bible into English was made by 
John Wyclif, who was born about 1324, and who died in 
1384. But Wyclif’s translation of the Bible was made 
before printing presses were invented, and, as it had to be 
copied by hand, not very many people could possess it. 

The first really important translation of the Bible into 
English from the original Hebrew and Greek was made by 
William Tyndale. He worked on his translation of the 


JUNIOR CHURCH SCHOOL LESSONS 305 


Bible for many years, and then took it to Germany, where 
printing presses were being used, in a very primitive form. 
At last, in 1526, six thousand copies of the New Testament 
in English were sent to England. But the king, Henry VIII, 


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WYCLIF’S BIBLE. FROM THE BRITISH MUSEUM 


would not allow the people to have these Bibles, and in that 
same year, Tyndale’s translation was burned in the church- 
yard of St. Paul’s Cathedral, in London. Of all those six 
thousand New Testaments, only two fairly complete copies 
and a few odd pages are in existence to-day, So, for a time, 


306 JUNIOR CHURCH SCHOOL LESSONS 


the Bible was destroyed for the people of England, and 
Tyndale himself was martyred. 

But the Bible could not be completely destroyed. Miles 
Coverdale, who knew Tyndale, and perhaps helped him in 
his work, took the translations of the Bible which had been 
made before his day, and combined them, and added to them, 
and in 1535, Coverdale’s Bible was issued. This was fol- 
lowed by Matthew’s Bible in 1537, and by the Great Buble 
in 1539-1541, so called because its pages were very large. 

But the version of the Bible which is best known to 
English-speaking people in whatever land they live is the 
King James Version. This was first issued in 1611, by the 
order of King James of England. There were forty-seven 


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TYNDALE’S BIBLE 


men selected to do the work. All were great scholars, and 
they worked from 1604 until 1609 on the first draft of the 
translation. ‘Then nine months more were spent on a final 
revision, and in 1611 it was finally issued. 

In the latter part of the nineteenth century, however, it 
was found that there was need for another translation of 
God’s Word, and the English Revised Version was issued in 
1885, and the American Revision in 1901. The two Bibles 
which are most used in our churches to-day are the “ Author- 
ized,” or King James Version of 1611, and American Re- 
vised Version of 1901, called also “‘ The American Standard 
Version.” 

So we in America have our wonderful Bible, which has 
been preserved for us and translated for us by men who 


JUNTOR CHURCH SCHOOL LESSONS 307 


have loved God through all the ages. Should we not ap- 
preciate it and love it, and try to learn through it the way in 
which to live, as God wants us to live? 


PutTTING THE LESSON INTO THE LIFE OF THE CLASS 


Many men of the past have spent their lives in translating 
the Bible; we should appreciate what they have done for us, 
and treat our Bibles with respect. 


Many men of the past have given their lives for the sake 
of preserving the Bible, God’s Holy Word. We, too, should 
try to love it and to obey its teachings. 


If we learn by heart as much of the Bible as we can, we 
shall make it our very own. 


To possess the Bible truly we must know it and believe it 
and try to obey it. 


Tuer Lesson TrutH IN Your LIFE 


Let us try to make the Bible our own by learning to know 
its contents so that no one can take it from us. 


EXPRESSIONAL ACTIVITY 


Read a section of the Bible every day this week. 
Mend any of the Bibles in the church which need mending. 
Give a copy of the Bible to some one who has not a copy. 


A BrsLuE PAGEANT 


(Curtain rises on a group of children of all nations. Hach 
child has a Bible, except a girl dressed in ancient Hebrew 
costume, who has a scroll such as that on which the 


Hebrews wrote.) 
Hebrew girl steps forward, with her scroll: 


“Hundreds and hundreds of years ago, 
God sent ‘his message to men below, 
Moved by his Spirit, they wrote his Word, 
Most blessed good tidings that ever were heard, , 
Then Jesus, our Lord, in his last command, 
Said to tell of his love in every land; 


308 JUNIOR CHURCH SCHOOL: LESSONS 


And men have gone forth to do his will, 

To tell of our Father in heaven, until 

Each land and people may read God’s Word, 
Most wonderful message that ever was heard. 


“The Old Testament, which was first written in Hebrew, 
on a scroll like this, and the New Testament, which was 
originally written in Greek, have been translated into more 
than seven hundred different languages and dialects. Each 
year more and more péople are hearing about God in their 
own language, as missionaries learn these languages, and 
write out for the people the words of the Bible.” 

An American gil steps forward and speaks: “It seems 
strange that our ancestors, the Anglo-Saxons, were ever 
heathen. But it is true that they were. When they first 
became Christians, they heard the Word of God only in 
Latin. John Wyclif was one of the first to try to translate 
the Bible into the language that they would understand. 
But his language was not the English that we speak to-day, 
and we probably would not understand very much of it. 
Besides, there were no printing presses in Wyclif’s day, and 
all the words had to be written by hand. So the Bibles were 
very expensive, and only the very rich people could have 
them. But there were other people later who continued the 
work of translation, until now, we in America can all have 
the Bible, whether we are rich or poor, for there are many 
men and women in the United States who are glad to give 
Bibles to those who ask for them.” 

Chinese boy steps forward: ‘The translation of the 
Bible into Chinese was begun by Robert Morrison, who 
worked on -his Bible for many years. How hard he must 
have worked! First he had to learn the hard Chinese lan- 
guage. Then he had to find out the very best words to use 
for his translation. But now the Chinese have a Bible in 
their own language.” (Steps back with Hebrew and Ameri- 
can girls.) 

East Indian girl: “My name is Sukhdar. William 
Carey first translated the Bible for me. He worked for 
more than seven years on his translation of the New 
Testament.” 

Burmese boy: “If you look at the map perhaps you will 


JUNIOR CHURCH SCHOOL LESSONS 309 


think that I do not live very far from Sukhdar. But my 
language is quite different from hers. Adoniram Judson 
first translated the Bible into Burmese, and he, too, worked 
on the translation for many years. He was sent to prison 
because he was an Englishman, who wore a high hat, and 
while he was there, my Bible had wonderful adventures, for 
it was hidden in a pillow, and escaped destruction by a 
miracle,” 

Mexican girl: “Our Bible is in Spanish, and even 
to-day we have difficulty in getting it, for there are those 
who try to hinder us from reading it for ourselves. But 
good missionaries are helping us, and we hope that some 
day we shall be free to read it as we choose.” 

Group of several other nationalities, African, Filipino, 
Korean, step forward. One of them speaks: “ We, too, all 
have the Bible in our own languages. The Bible will never 
be lost to the world again, as it was lost in the days of 
Josiah. No one who tries to destroy it as Jehoiakim did 
will succeed, for the Bible is scattered far and wide. Last 
year there were more than fifteen and a half million copies 
issued, in more than seven hundred different languages. 
Do you think that anyone could ever succeed in destroying 
all these? And then, the Bible is quoted in so many other 
books, and so many people know so much of it by heart, that 
we could almost put it together again from what people 
know of it. Does not this seem wonderful? But long ago, 
Isaiah the prophet foretold this, when he said, ‘ The word of 
our God shall stand forever.’ ” 

All the members of the group come forward, and give the 
Bible salute, as follows: Hach pupil holds the open Bible in 
the right hand, and at a signal from the teacher or superin- 
tendent raises the Bible reverently to heaven, stating, “ Thy 
word have I laid up in my heart, [lowering the Bible to the 
heart] that I might not sin against thee ” [raising it again on 
high]. 

(Close with the singing of “ Holy Bible, Book Divine,” by 
the children, the audience joining.) 


310 JUNIOR CHURCH SCHOOL LESSONS 


EXPRESSIONAL SESSION 
LOVE, FOR GOD’S WORD 
Matthew 23:23 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 

Jehoiakim, the wicked king of Judah, disregarded God’s 
laws, and tried to destroy his Word. Many men and women 
since his time have followed his example. The Pharisees of 
Jesus’ day knew the Word of God, but they neglected the 
more important parts of God’s commands. They disre- 
garded its teachings, and followed out the rules for little 
things which they themselves had made. 

And this has happened many times, even since the days 
of the scribes and the Pharisees. Sometimes it happens even 
in the case of Juniors in the Sunday school to-day. Do we 
do all the things that we know we ought to do, or do we 
sometimes disregard God’s commands? We all know that 
sometimes we fail; we forget; we are disobedient. But we 
all love the Bible. Let us ask God to help us to show our 
love for the Bible by trying to obey his commands, given to 
us through it. 


THE CLASS PRAYER 
Our Father in heaven, help us to learn thy will for us as 
thy Word tells it to us. Help us to try to obey thee, and to 
show that we love thy Holy Word. For Jesus’ sake. Amen. 


VERSES For UsE IN THE MEETING 
Psalm 119:2; 11, 105;%Jeremiah) 23:29; Lakewz42@ 
John =5 2°39 3713 17-7202 3lee Romans el0 217 sol Sere eee 
P22: Vislimothyrse lLomileprewsalentaecia4 wee 


Hymns THat May Bg Usep IN CONNECTION 
WITH THE MEETING 
= Wamp or @ur Peet: 
“ Holy Bible, Book Divine.” 
“Thy Word Is Like a Garden, Lord.” 


QuESTIONS FoR UsE IN THE MEETING 


1. How can we Juniors show our love for God’s Word? 
2. How can our nation show its love for God’s Word? 


JON TORSGHURCH aS CHOOLTSLESSONS 311 


3. What nations to-day do not love God’s Word? 
4. How can we help them to love it? 
5. How can we spread the knowledge of God and his 
Word to all the earth? 
6. Find out all that you can about colporteurs, and the 
work of giving the Bible to foreign lands. 
What would happen to the world if we had no Bible? 


‘Topics FoR DIscuUSSION OR REPORTS 


David’s Love for the Word of God. 

Jesus’ Love for God’s Word. 

How God’s Word Has Been Preserved for Us. 
God’s Word Hidden in Our Hearts. 

God’s Word in Our Minds and Memories. 
The Apostles’ Love for God’s Word. 

The Bible Societies and Their Work. 

If the World Had Not Had the Bible. 


OS ae ae aye 


To READ IN THE MEETING 


“T would be learning day by day the lessons 
My heavenly Father sends me in his Word; 
I would be quick to hear his lightest whisper, 
And prompt and glad to do the things I’ve heard.” 





When the Bible was first printed in Kngland, its enemies 
tried to follow Jehoiakim’s example. ‘“ They bought up 
every copy they could find, and made bonfires of them. 
The printers used the money to provide ten presses where 
there had been one, and the Bibles in the land increased 
fifty-fold until they found that the bonfire game did not pay. 
You may cut God’s Word or burn it, or trample it under 
your feet, but still you have to reckon with God, and the 
Word remains and it is fulfilled whether you like it or not.” 





“The Bible lives only as it lives in the hearts of its grate- 
ful friends, and men will defend it if they love it.” 


SOMETHING TO Do THis WEEK 


Learn the names of the books of the New ‘Testament. 
Continue the work of repairing the church and Sunday- 
school Bibles. 


CHAPTER XXXHTI 
WEEK DAY SESSION 
THE LAST DAY Ss ORG E RW olan 
II Kings 25. 1-12; Lamentations 1: 1-6 
Tur Memory VERSE 


“Take heed unto yourselves, lest ye forget the covenant 
of Jehovah your God, which he made with you.”’—Deuter- 
onomy 4:23. 


Tuer LESSON STORY 


King Jehoiakim continued in his wicked way, unmindful 
of the warnings of the Prophet Jeremiah. He submitted to 
the power of the Babylonians. Then he rebelled, and the 
Babylonians, calling to their aid neighboring tribes which 
they had subdued, moved against Judah. ‘They took the king 
captive, and carried him off to Babylonia, making his young 
son, Jehoiachin, king in his place. 

But King Nebuchadnezzar continued his warfare against 
Judah, and after a reign of only three months and ten days, 
Jehoiachin and the queen mother, and his servants, and his 
princes and officers, surrendered to Babylon and were taken 
captives. The treasures from the Temple were carried away, 
too; all the golden vessels were taken; even the golden orna- 
ments were roughly hacked off. 

There was still one son of good King Josiah left in Jeru- 
salem, Mattaniah. Nebuchadnezzar made him king, chang- 
ing his name to Zedekiah. Zedekiah swore allegiance to 
Nebuchadnezzar, pledging himself most solemnly to be a 
true vassal of Babylonia. But he was a weak and vacillating 
king, and, in spite of Jeremiah’s warnings, he broke his 
promise, and rebelled. 

Once more the armies of Babylon came against Jerusalem, 
and on the tenth day of the tenth month of the ninth year 


312 





€ 


Copyrighted by Harold Copping. Harold Copping. 
THE CAPTIVES OF JERUSALEM 





JUNIOR CHURCH SCHOOL LESSONS 313 


of King Zedekiah, the siege of the city began. For a year 
and a half it held out against the attacks of the foe. During 
that time the suffering was terrible. “ Round the walls were 
reared the gigantic mounds by which [astern armies con- 
ducted their approaches to besieged cities, and which were 
surmounted by forts overtopping the walls. To make room 
for these, the houses which the kings of Judah had built out- 
side for pleasant retreats were swept away. ‘The vassal 
kings of Babylon had their thrones planted in view of each 
of the gates. Famine and pestilence ravaged the crowded 
population within the walls. The store of bread was grad- 
ually exhausted. ‘The nobles, who had prided themselves on 
their beautiful complexions, * purer than snow, whiter than 
milk, ruddy as rubies, polished as sapphires,’ had become 
ghastly, and black with starvation. ‘Their wasted skeleton 
forms could hardly be recognized in the streets. ‘There was 
something specially piteous in the sight of the little children, 
with their parched tongues, fainting in the streets, asking for 
bread, crying to their mothers for corn and wine.” 

So the eighteen months of the siege passed. Then, at mid- 
night, on the ninth day of the fourth month (July) of the 
eleventh year of Zedekiah (587 B. c.) a breach was made in 
the walls. The exhausted defenders of the city could no 
longer resist. The Chaldean guard slipped through the 
northern gate of the city and silently made their way through 
the streets until they reached the Temple court. Six of the 
Babylonian chiefs entered; they sat in state, as kings giving 
judgment sat, at the middle gate. 

Suddenly the alarm was given. The city was in the hands 
of the enemy. Zedekiah, with his family, attempted to escape 
through the king’s garden, by one of the small gates of the 
city. But the Babylonians learned of his flight; they seized 
him and took him as a prisoner to King Nebuchadnezzar 
at Riblah. | 

There before the king’s eyes his sons were slain, and then 
his own eyes were put out, and he was taken to Babylon, 
where he worked like a slave, in a mill. And so were ful- 
filled two prophecies, which seemed to contradict each other, 
for the Prophet Ezekiel had foretold that he should go to 
Babylon, to the land of the Chaldeans, “ yet he shall not see 
it, though he shall die there.” 


314 JUNIOR CHURCH SCHOOL LESSONS 


And with Zedekiah, great bands of the best people of 
Judah were led away. Nebuchadnezzar did not want the 
city to become strong again. Jerusalem itself was burned 
until it was only a heap of smoking ruins, where soon weeds 
grew in the streets, and wild birds made their nests among 
the buildings. But as for the people, men and women and 
little children were driven like cattle along the roads leading 
to Babylon. And there they were scattered among the 
heathen, to work out their fate as best they could, and to 
mourn by the rivers of Babylon for the days when, now it 
seemed to them, they had been so happy in Jerusalem. 


HANDWORK 


Make on the sand table a model of Jerusalem, and its 
walls. Indicate roughly the situation of the Temple and the 
various gates, and plan out the siege. 


Map Work 


Put a map of Jerusalem on the blackboard, and alse in 
your notebook. 


NovreBook WorK 


Write an account of the siege from the point of view of 
Baruch, the scribe, or from the point of view of one of the 
courtiers of Zedekiah. 

Also add the following names to your list of kings: 


Jehoiachin is 1s eee eee tees Spefe ah 16 
Ledekiah or. Mes esaie severe aie ate eae a er 597 B. C.-08/) Banc. 


Memory WorkK 


Learn the words of part of the psalm of the Captivity, 
Psalm 137: 1-6. 


By the rivers of Babylon, 

There we sat down, yea, we wept, 

When we remembered Zion. 

Upon the willows in the midst thereof 

We hanged up our harps. 

For there they that led us captive required of us songs, 
And they that wasted us required of us mirth, saying, 
Sing us one of the songs of Zion. 


JUNIOR CHURCH SCHOOL LESSONS 315 


How shall we sing Jehovah’s song 

In a foreign land? 

If I forget thee, O Jerusalem, 

Let my right hand forget her skill. 

Let my tongue cleave to the roof of my mouth, 
‘If I remember thee not; 

If I prefer not Jerusalem 

Above my chief joy. 


SUNDAY SESSION 
‘BEEAGA DRIVES) OH SBABYLON 
Psalm 137; Daniel, chapter 1 
THe Memory VERSE 


** And this whole land shall be a desolation, and an aston- 
ishment; and these nations shall serve the king of Babylon 
seventy years.”—Jeremiah 25:11. 


THE LESSON STORY 


Jeremiah had not been taken as a captive with the Jews to 
Babylon, for it seemed to the leaders of the Babylonians that 
he had played the part of a friend to them. He had advised 
King Zedekiah to keep the faith with Nebuchadnezzar; he 
had warned the Jews that God would send them into cap- 
tivity for seventy years. So Jeremiah was allowed to do as 
he pleased. He might have gone to Babylon, and lived in 
comfort there, but he preferred to stay with the poor Jews 
left in Jerusalem. But finally, a party of Jews determined to 
flee to Egypt. They forced Jeremiah to go with them, and 
there our knowledge about his life closes. Jeremiah 43: 6, 7. 

In the meantime the exiles in Babylonia were becoming 
accustomed to their new surroundings. ‘The Babylonians 
treated them fairly well. Many of them were given posi- 
tions of honor and responsibility, and, had it not been for the 
feeling that they were exiles in a strange land, far from 
Jerusalem, they might have been fairly happy. But always 
they longed for Jerusalem and the true God. Never, after 
the time of the Exile do we hear that the Jews ever turned 


316 JUNIOR CHURCH SCHOOL LESSONS 


to the worship of idols. Always after that time they served 
the God of their fathers, our God, Jehovah. | 
Among the first captives who had been taken to Baby- 
lonia, probably in the reign of Jehoiakim, there had been 
many of the finest young men of Jerusalem. The very best 
were selected to be trained to serve in the court of the king. 
They were to be given special instructions, special food, 
special care. Four of these young men are especially men- 
tioned: Daniel, Hananiah, Mishael, and Azariah. ‘These 
four were little more than boys when they were taken cap- 
tive, and the king of Babylon hoped by his training to make 
them forget all about their homeland. Even their names 
were changed, and Daniel was called Belteshazzar ; Hananiah 
was called Shadrach; Mishael, Meshach; and Azariah, 
Abed-nego. All these names contain a reference to the gods 
worshiped by the Babylonians, for this was one way in which 
the conquerors hoped to make them forget the true God. 
But these four young men were not easily led to forget 
the lessons which they had learned in their own land. Par- 
ticularly Daniel “purposed in his heart” not to forget the 
teachings of the homeland. When food and drink were 
offered to him that he knew were forbidden by the rules 
which he had been taught to obey in Jerusalem, he deter- 
mined not to eat and drink these things. He persuaded his 
three companions to do as he did, and he persuaded those 
who had charge of them to allow them to test out their 
desire, at first for ten days and then for a longer time. 
God helped these young men who had courage to do the 
right, for at the end of the time of training, when they went 
before the king, they proved better in all ways than any 
others of those who took the test. “In every matter of 
wisdom and understanding ... the king . . . found them 
ten times better than all the magicians and enchanters [the 
learned men] that were in all his realm.” | 
And these four captive boys won high positions in Baby- 
lonia, for they were true and loyal and obedient servants of 
God, no matter where they were, or in what positions they 
found themselves. 


Purtine THE Lesson INTo THE LIFE OF THE CLAss 
God wants us to follow his commands, wherever we are. 


JUNIOR CHURCH SCHOOL LESSONS 317 


Sometimes when we are away from home, we find that it is 
hard to follow the rules that our parents have made for us. 
But we should try to obey, as did Daniel and his companions. 





Daniel was not disagreeable when he persuaded those in 
authority to let him and his friends make their test. He was 
so polite and courteous that the steward in charge allowed 
him to do as he wanted to do. We should never forget to 
be polite and courteous, in situations of the same kind. 





If you are away from home for the summer, do you go 
to Sunday school, just as you would do if you were at 
home? If you are visiting, and your hostess offers you 
something to eat which you know that you are not allowed 
to eat at home, what do you do? Can you imitate Daniel in 
these things? 


Tue LEsson TRuTH IN Your LIFE 


We will try to do right, wherever we are. 


EXPRESSIONAL ACTIVITY 


Wherever you are this week, at school, or visiting, or at 
home, try to obey God’s rules and those of your parents. 


SoMETHING ABOUT BABYLON 


Babylon, the capital of Nebuchadnezzar and the new home 
of many of the exiles, was situated on the Euphrates River 
about fifty miles south of where the modern city of Bagdad 
is. The ruins of Babylon stretch over a space of about six 
square miles, and one part, where stood the temple, is ninety 
feet high. The city was in shape a great square, through 
which flowed the Euphrates, dividing the square into two 
triangles. It was built on a shelf of rock and so was health- 
ful, as it was above the low plain. This plain contained 
beds of clay, and the clay was used to make bricks for 
palaces, houses, and walls, besides the tablets upon which 
the cuneiform letters were pressed. So the Babylonian li- 
braries were made of books of brick, not paper. 

The walls of the city rose out of moats on the four sides. 
‘Herodotus says they were more than three hundred feet 


318 JUNIOR CHURCH SCHOOL LESSONS 


high, and so broad that chariots with four horses could pass 
each other on the top. These walls were of burned brick, 
cemented with bitumen. ‘There were two hundred and fifty 
towers and one hundred gates, whose doors were of brass 
and whose bars were of iron. On each side of the river 
which crossed the city were inner walls. Even the ordinary 
houses were three or four stories high, and were painted in 
gay colors. There were groves where tall palm trees grew 
‘round about the houses. There were parks and gardens. 
Farms outside on the plain had great fields of grain and 
other crops that grew well in that warm climate. But all 
these seemed as nothing when one looked at the palace of 
the king and the wonderful temple to the heathen god, Bel. 
This temple had a great hall, in which were giant statues of 
the god, with the head of a man and the body of an animal. 
Along the wall were wonderful pictures. Gold, precious 
stones, polished wood added to the beauty of the place. 
Somewhere in this temple Nebuchadnezzar stored away the 
golden furniture taken from Jerusalem’s Temple, little 
dreaming that in doing this he was keeping it quite safely 
until God had finished teaching his people the hard lessons 
of the Exile. For, this journey into a heathen land was to 
help God’s wayward people as no loving command had done. 

Daniel and his companions were among the first captives 
taken from Jerusalem; the time was 605 B. c., the year of 
Nebuchadnezzar’s accession to Babylonia’s throne. Babylon 
must have been a wonderful city in their eyes, but since 
Nebuchadnezzar himself, the greatest builder of ancient 
times, did much of the work, they could not have seen the 
completed Babylon as the later captives did. Daniel and his 
three friends were from royal or noble families. As bright 
and promising lads, Nebuchadnezzar planned to train them 
for court service. The hardest kind of test came to their 
faith, when offered “the king’s dainties.” Babylonians ate 
the flesh of swine, hares, and other meats, which God had 
forbidden to his people. Before each meal a part of the food 
was offered to idols, while some of the wine was poured out 
before the heathen shrines. If these lads had yielded and 
shared in this food, it would have meant that they no longer 
were true Hebrews, loyal to God and to the laws of their 
country. Because their faith was so strong, God gave to ° 


JUNIOR CHURCH SCHOOL LESSONS 319 


them, and especially to Daniel, the knowledge of the right 
and the power that would best help himself and his fellow 
exiles.—E.. J. Brown. 


EXPRESSIONAL SESSION 
Hb SSoONt OL SELE-CONLROL 
Jeremiah, chapter 35 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


Several hundred years before the fall of Jerusalem, there 
lived a man named Jonadab, the son of Rechab. His de- 
scendants were known as the Rechabites. Jonadab had left 
a command for his descendants that they should not live in 
cities, nor drink any wine. For more than two hundred 
years they had kept these rules faithfully. At the time of 
the siege of Jerusalem, they took refuge within the city 
walls. And there they showed to the people of Jerusalem 
that they had learned the lesson of obedience and of self- 
control, for when Jeremiah, the prophet, summoned them 
to the Temple, and offered them wine to drink, they refused. 
“We will drink no wine,” they said. They had learned to 
control themselves as had Daniel and his companions in the 
court of Nebuchadnezzar. 

We Juniors of to-day can follow the example of Daniel 
and of the Rechabites. We can learn to be strong for the 
right, also, and to exercise self-control. Let us ask God to 
help us to learn this lesson which is valuable in so many 
ways. 


Tue CLAss PRAYER 


Our Father in heaven, help us in our struggle for self- 
control. Help us not to yield to temptation; help us to 
control our appetites for food and drink; help us to control 
our tempers and our tongues. We ask in Jesus’ name. 
Amen. 


VERSES FOR USE IN THE MEETING 
@@ormthians. 25) Galatians 5:22) 23% Philippians 425 ; 
Hebrews 12:1, 2; James 3: 3-5; II Peter 1: 5-9. 


320 JUNIOR CHURCH SCHOOL LESSONS 


Hymns THAT May Br Usep IN CONNECTION 
WITH THE MEETING 


“Dare to Be a Daniel.” 

“O Master, Let Me Walk with Thee.” 
“Yield Not to Temptation.” 

“Fight the Good Fight.” 


QUESTIONS FoR USE IN THE MEETING 

1. Who were the Rechabites? 

2. How did they show self-control? 

3. How did Daniel and his three companions show 
self-control ? 

4. How can a Junior of to-day show this same kind of 
self-control ? 

5. How can a Junior show self-control in temper? 

6. How can a Junior show self-control in regard to his 
tongue? 

7. What did Paul mean in II Corinthians 9: 25? 


Topics FoR Discussion or REPORT'S 


The Rechabites. 
Controlling the Tongue. 
Temperance in All Things. 
Responsibility for Our Neighbors. 
. The Greek Games, and Why Self-Control Was 
Needed There. 
6. The Greek Games and the Christian’s Race. 
7. The Self-Control of Modern Athletes. 


Saba See 


To READ IN THE MEETING 


“God wants us so to learn control of self, that our bodies 
will always be strong and fit for his service.” 





“ He that ruleth his.spirit ” is better than he “that taketh 
a city.” 





“No man is such a conqueror as he that has defeated 
himself.” | 


JUNIOR CHURCH SCHOOL LESSONS Syah| 


“ Self-conquest is the greatest of all victories.” 





“ Self-control, I say, is the root of all virtues. It is the 
very center of character.” 





“ Peter the Great made a law that if any nobleman beat or 
ill-treated his slaves, he should be looked upon as insane and 
a guardian should be appointed to take care of his person 
and estate. This great monarch once struck his gardener, 
who, being a man of keen sensibilities, took to his bed and 
died in a few days. Peter, hearing of this, exclaimed with 
tears in his eyes: ‘ Alas! I have civilized my own subjects, 
I have conquered other nations, yet I have not been able to 
conquer or civilize myself.’ Alexander could conquer Persia, 
but he could not conquer his passions. Czesar triumphed in 
a hundred battles, but he fell a victim to his desire of being 
king. Bonaparte, the conqueror, was no better.” 


SOMETHING TO Do Tuts WEEK 


Control your temper. 
If you have a temptation to be greedy, conquer it. 


CHAPTER XXXIV 
WEEK DAY SESSION 
JRED, LEO IRINDS, (COME Taya ION 
Daniel 2: 1-30 
Tur MEMory VERSE 


“Ts not this great Babylon, which I have built for the 
royal dwelling-place, by the might of my power and for the 
glory of my majesty? ”’—Daniel 4: 30. 


Tue Lesson Story 


Nebuchadnezzar, the Babylonian king who had conquered 
Jerusalem, was not only a great warrior. He was also a 
great builder. He determined to make his capital the great- 
est city of the world, and even to-day, more than twenty-five 
hundred years later, we are learning through explorations, 
much of the way in which he accomplished his purpose. 
Then, too, we have preserved for us the written account of 
the Greek historian, Herodotus, who lived more than a cen- 
tury later, and, although Herodotus is not always to be 
believed, much of what he says is true. 

Babylon was situated on the Euphrates River, “ the river,” 
the Hebrews called it, in a great, fertile plain. It was built 
in a great square, said to have been sixty miles around. Its 
streets were straight, and at right angles with one another, 
as is the case in many of our American cities. It was sur- 
rounded by an immense wall, said to have been three hun- 
dred feet high—just about as high as the Statue of Liberty, 
including the pedestal—and so wide that a chariot with four 
horses could turn upon it. ‘There, too, were wonderful 
hanging gardens, rising one above another, to a height ‘of 
seventy feet, terraces on which were planted forest trees 
and flowering shrubs. ‘The houses were several stories in 
height, built of white or pale brown brick, and then painted 


322 


JUNIOR CHURCH SCHOOL LESSONS 323 


with pictures showing all the colors of the rainbow; there 
were great palms in the gardens, and luxuriant groves of 
trees, bordering the canals which brought water through the 
city. 

The greatest building of all Babylon, however, was the 
temple of Bel, the great god of the Babylonians. In the 
midst of the level plain it rose like the great pyramid, square 
upon square; and it was believed to have reached the height 
of six hundred feet. Its base was a square of two hundred 


PLAN oF ANCIENT 
BABYLON 





feet. Each square was painted in a different color—black, 
orange, crimson, gold, deep yellow, brilliant blue, with a 
silver shrine on the top. 

It was to this wonderful city that the people of Judah 
were led captive. Some of them were set at the tasks of 
servants; others were given positions of authority. 

One night King Nebuchadnezzar, the ruler of all this 
mighty city, had a dream. When he awoke he could not 
remember what it was, but he was troubled. Like so many 
tyrants who have ruled throughout the world, he wanted his 


324 JUNIOR CHURCH SCHOOL LESSONS 


own way. He sent for the wise men of his land and de- 
manded that they should tell him the meaning of his dream. 

“© king, live forever. Tell us the dream, and we will tell 
you the meaning,” they answered, for there were many men 
connected with the court who did just this sort of thing. 
Nowadays, we feel that it is foolish to think that our dreams 
mean anything in particular, but in those days God often 
sent his messages to men through their dreams. 

“T do not know the dream,” said the king. “I cannot tell 
you what it was.” * 

Then he promised them great rewards if they would tell 
him the meaning of the dream. 

“ There is not a man upon the earth,” the wise men in- 
sisted, “that can show the king’s dream.” 





Then the king became so angry that he made a decree that 
all the wise men of his kingdom were to be slain. 

Of course Daniel and his three companions, Shadrach, 
Meshach, and Abed-nego, were among the wise men. ‘They, | 
too, were to be killed. 

Daniel went to the captain of the king’s guard, and then to 
the king and asked that a respite be given to them. Again 
he must have spoken persuasively, for his request was 
granted. Then he went to his three companions. He told 
them about the dream, and they all prayed to God that he 
would tell them what the king’s dream had been, and what 
its meaning was. 

God granted the prayer of Daniel and his friends. He re- 
vealed to Daniel the king’s dream and its meaning. ‘Then 


JUNIOR CHURCH SCHOOL LESSONS 320 


Daniel blessed God and thanked him, and hastened to the 
king’s captain to tell him that he could tell the king what his 
dream had been, and what its meaning was. 

Quickly the captain went to the king, and told him about 
Daniel, and the king sent for him. 

“Are you able to tell me about my dream?” asked the 
king. 

“That I am,” said Daniel. “ But it is not I who tell you. 
‘There is a God in heaven that revealeth secrets, and he hath 
made known to the king Nebuchadnezzar what shall be... . 
But as for me, this secret is not revealed to me for any wis- 
dom that I have more than any living.’ ” 

So Daniel gave to God the credit. He did not claim great 
wisdom for himself. He attributed it to God. Always 
Daniel was modest and courteous, and as we learn more 
about him we shall see what he won for himself through 
these qualities. 


HANDWORK 


Make on the sand table a representation of Babylon, such 
as that given in the picture on page 323. Be sure to show 
the river and the walls. Look at some of the books which 
your teacher has, and try to represent some of the glories of 
Babylon, such as the temple of Bel, or the hanging gardens. 
Keep this model. You will be able to use it with several 
lessons. 


Mar Work 
Put on the blackboard the map of Babylon. 


NotrsBook WorK 


Write a description of Babylon, and illustrate it with a 
picture of some of its buildings. 


MrmMory Work 


Learn the words of Daniel’s thanksgiving to God, Daniel 
DeeU-22: 


“Blessed be the name of God forever and ever; for wis- 


326 JUNIOR CHURCH SCHOOL LESSONS 


dom and might are his. And he changeth the times and the 
seasons ; he removeth kings, and setteth up kings; he giveth 
wisdom unto the wise, and knowledge to them that have 
understanding; he revealeth the deep and secret things; he 
knoweth what is in the darkness, and the light dwelleth 
with him,” 


SUNDAY SESSION 
WHAT THE KING’S DREAM MEANT 
Daniel 2: 31-49 


Tort MEMoryY VERSE 


“But if any of you lacketh wisdom, let him ask of God, 
who giveth to all liberally and upbraideth not; and it shall 
be given him.”—James 1: 5. 


LEH eS ESSON sO LORY 


Daniel stood confidently before the king. He told him that 
his dream had been of a great image, with head of gold, 
arms of silver, body of brass, legs of iron, and feet partly 
of clay and partly of iron. The image was broken by a 
stone, which became a great mountain and filled the whole 
earth. He knew that God had told him truly what the king’s 
dream had been; but he knew, too, that it would not be 
pleasant for the king to hear about a dream which foretold 
his downfall. And then he spoke out courteously and 
bravely. 

“Thou, O king, art king of kings, unto whom the God of 
heaven hath given the kingdom, the power, and the strength, 
and the glory,” he said. And this was true. Nebuchad- 
nezzar, the great conqueror, was a “king of kings,” to 
whom God had given glory. 

“Thou art the head of gold,” continued Daniel. ‘ And 
after thee shall arise another kingdom inferior to thee; and 
another third kingdom of brass, which shall bear rule over 
all the earth. And the fourth kingdom shall be strong as 
iron, forasmuch as iron breaketh in pieces and subdueth 
all things; . . . and whereas thou sawest the feet and toes, 


JUNIOR CHURCH SCHOOL LESSONS 327, 


part of potter’s clay, and part of iron, it shall be a divided 
kingdom.” ‘Then he told the meaning of the stone which 
had destroyed the image, and had grown into a mountain 
that had filled the whole earth. That, he said, was a King- 
dom which the God of heaven would set up that should 
never be destroyed. Such was the meaning of the king’s 
dream. 

Nebuchadnezzar was amazed and pleased. He saw that 
Daniel spoke truly, that God had told to him the dream and 
its meaning. He acknowledged that Daniel’s God was the 
true God; he made Daniel the ruler over the whole province 
of Babylon and chief governor over all the wise men. 

And Daniel did not forget his friends. He asked the king 
that they, too, should receive appointments, and the king 
granted this request. 

So the lives of the wise men of Babylon were spared, and 
once more Daniel and his friends won favor and position 
because they were true and loyal to God, and trusted in 
him. Once more God had rewarded the faithfulness of his 
servants. 


PutTiInc THE LEsson INTO THE LIFE OF THE CLASS 


Daniel met the test of the king’s forgotten dream in a way 
in which we can meet the tests that come to us. 

[ee tie amet. it: by sprayer: 

@eeliermeteit by trust in’ God. 

3. He met it by asking his friends to help him with 
their prayers. 

4. He praised and thanked God for his help. 

5. He was courteous and polite. 

6. He was loyal toa God and to the right. 





Daniel acted in such a way that even the heathen king 
acknowledged the true God. Are you such a true follower 
of God that those who have dealings with you see it, and are 
influenced by you for the right? 

By his trust in God, Daniel was able to save the lives of 
many of the wise men of Babylon. So we, too, may do good 
to others by our trust in God. 


328 JUNIOR CHURCH SCHOOL LESSONS 


Tum LESSON “URUTHIIN SVLOURWWIFE 


Let us try to meet the tests which come to us as Daniel 
met his tests; trusting in God and in our friends; courte- 
ously ; doing our best. 


EXPRESSIONAL ACTIVITY 


Try this week to be particularly pleasant and courteous to 
everyone. : 


How DANIEL’s INTERPRETATION OF NEBUCHADNEZZAR’S 
DREAM CAME TRUE 


Daniel, having given the story of the dream, immediately 
proceeded to interpret it. The parts of the image repre- 
sented different nations. Just as the silver followed the gold, 
and the brass, the silver, so nation would follow nation. 
Daniel told the king that he and his kingdom were the head 
of gold. After Babylon would come another kingdom repre- 
sented by the silver. It would not be so glorious as the first. 
Daniel did not name the kingdom, but scholars think he may 
have meant the kingdom of the Medes. After the silver 
came the brass, and the brass probably represented the Per- 
sian Empire, which was ruled over by Cyrus. ‘The brass in 
turn was followed by the legs of iron and feet and toes of 
iron mingled with clay, which doubtless referred to the 
Grecian Kingdom established by Alexander. The clay 
mingled with iron suggested that there were elements of 
weakness in this nation and history confirmed that sugges- 
tion. After the death of Alexander, his kingdom was 
divided. This then was the meaning of the strange and ter- 
rible image. In the dream the king saw a stone cut out 
without hands, and the stone destroyed the image so that it 
dissolved away in dust, which was blown to the four winds, 
but the stone itself grew into a great mountain which filled 
the whole earth. Daniel stated that this strange happening 
had reference to the Kingdom of God. The stone referred 
to the Messiah, who would come into the world, without 
noise and without swords, but he would destroy the power 
of the world and establish a new Kingdom, the Kingdom of 
God which would endure forever. It was the message of 


JUNIOR CHURCH SCHOOL LESSONS SPs) 


the prophets which we have met with before. It was a 
prophecy of the coming of the Messianic Kingdom which 
Jesus came to establish. It would not be built upon the foun- 
dations of the world, but would be built by the unseen hand 
of the eternal God.—THE WEsTMINSTER TEACHER. 


EXPRESSIONAL SESSION 
ROYAL YlO7GOD 
Daniel, chapter 3 
SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


Nebuchadnezzar, the king of Babylon, made a great image. 
He commanded that at a certain hour of a certain day, every- 
one in all his kingdom should bow to the image and worship 
it. The person who failed to do this should be cast into the 
burning, fiery furnace. 

Daniel was not present—perhaps he had gone away from 
the kingdom on an errand for the king. But his three 
friends were there. Would they bow before the image? 
Would they remember God’s Second Commandment? Or 
would the king’s threat terrify them so greatly that they 
would be disloyal to God? 

We all know that they obeyed God’s command; they did 
not bow before the image, and the king had them thrown 
into the fiery furnace, which had been heated until it was 
seven times hotter than it usually was. But God saved their 
lives there, also, for as the king watched he saw a fourth 
figure with them—one “like a son of the gods.” And again 
Nebuchadnezzar, when he saw this miracle, asknowledged 
that the God of the Hebrews was great and powerful, and 
decreed that the Hebrews should be allowed to worship their 
own God. So once more loyalty to God had taught a lesson 
to the heathen, and the trust of God’s followers had proved 
well founded. 


THE CLASS PRAYER 


O God, we ask thy help in proving ourselves loyal when 
a test comes to us as it came to the Hebrews in Babylon. 


330 JUNIOR’ CHURCH -SGHOOL, LESSONS 


Help us to be true to thee always, and to Jesus Christ, our 
iFOrU een: 


VERSES FoR USE IN THE MEETING 
Exodus 20:4; Job 13:15; Psalms 56:4; 91; Proverbs 
29:25; Isaiah 43:2; Matthew 25: 21-23; Acts 5:29; Reve- 
lation 2: 10, 


Hymns THAT May Br Usep IN CONNECTION 
WITH THE MEETING 
Trusteand:@) bevag 
“ ’T’rue-Hearted, Whole-Hearted.” 
“O Jesus, I Have Promised.” 
sotand’ Up. stand WU petors) estisis 
“ Onward, Christian Soldiers.” 


QUESTIONS FOR USE IN THE MEETING 


1. How did Daniel’s three friends show their loyalty 
to God? 

2. How did Peter show his loyalty? 

3. How can you show your loyalty to God? 

4. Can you be loyal to God and disloyal to others? 

5. Were Daniel’s three friends disloyal to the king? 

6. What should you do if the commands of God and the 
commands of men contradict each other? 


Topics For Discussion or REPoRTS 
The Statue in the Plain of Dura. 
Worshiping Images To-Day. 
Loyalty to God and to Our Country. 
Trusting God in Time of Danger. 
Trusting God Although We Do Not Understand. 
Obeying God Rather Than Men. 


ee tae ae 


To READ IN THE MEETING 
Loyalty to God comes first. 


“He liveth long who liveth well; 
All else is life but flung away; 
He liveth longest who can tell 
Of true things truly done each day.” 


JUNIOR CHURCH SCHOOL LESSONS 331 


“No trials faced in obedience to God will be borne alone.” 





“God takes care of his faithful and obedient children. It 
is heroic service for God’s children to be faithful and loyal 
under fire.” 





“ Admiral Li Huo is a Chinese Christian admiral of our 
own day. Asa Christian he declined to attend heathen sacri- 
fices, and was excused by President Yuan Shih Kai. But 
when with others he was called upon to take an oath of 
allegiance to the new President of China, he refused to swear 
by heathen gods in a heathen temple, although he feared that 
he was thereby endangering his position and even his life. 
His refusal was brought to the notice of President Yuan, 
who investigated the matter and then dismissed the admiral 
from his service. But several prominent Christians inter- 
ceded for Li Huo and President Yuan agreed to reinstate 
him in office if he would take the oath of allegiance in some 
other place and way. So from the steps of the Temple of 
Heaven, Admiral Li took the oath of allegiance, and sealed 
it with an earnest prayer to the true God whom he serves.” 


SOMETHING To Do THis WEEK 
Do something this week to show your loyalty to God. 


OTACE, TH Rapes 
WEEK DAY SESSION 
DH ESTE GEO BABE Weig@y 
Jeremiah 51 : 34-37, 43, 58; Daniel 5: 1-23 
THe MrEMory VERSE 


“God will bring every work into judgment, with every 
hidden thing, whether it be good, or whether it be evil.”— 
Ecclesiastes 12: 14. 


THE LESSONT OLORY: 


““T have made completely strong the defenses of Babylon; 
may it last forever!” So King Nebuchadnezzar wrote in 
one of his inscriptions that has been preserved for us. But 
his wish was unfulfilled. Not many years passed after his 
death before a new and mighty nation came into power. 

To the northeast of Babylonia the empire of the Medes 
and the Persians was growing strong. These men were of 
a different race from the Chaldeans, or Babylonians. for 
they were of Aryan descent, as are many of the peoples of 
Europe whom we know. They were wonderful horsemen, 
accustomed to shoot with bows and arrows, a nation of arch- 
ers. About the year 550 B. c., twenty-seven years after the 
fall of Jerusalem, the Persians, with a great body of cavalry, 
set out to conquer the world. Media fell into their hands, 
and joined with them. They extended their power to Greece 
in Europe. They sent part of their army, under a general 
named Gobryas, to attack Babylon. 

During the years that had passed since the time of our last 
lesson, several kings had ruled over the Babylonian Empire. 
Now the ruler of Babylon was Nabonidus, who shared his 
throne with his son, Belshazzar, called in the Bible “the 
son,’ which means here “ the successor,” of Nebuchadnez- 
zar. At this time Nabonidus was leading his army against 


332 


JUNIOR CHURCH SCHOOL LESSONS Jo 


the enemy in another part of the land, and Belshazzar was 
in charge in Babylon. 

Belshazzar was a careless, thoughtless ruler. He seems to 
have thought that Babylon was safe because of its great 
walls, its mighty wealth. And so, instead of preparing to 
protect Babylon, he gave a great feast to which he sum- 
moned a thousand of his lords, who should have been de- 
fending the city! 

Men and women gathered together in the palace. They: 
were served with food and drink. Belshazzar, in his drunk- 
enness, ordered to be brought to the feast the vessels of 
silver and gold from the Temple in Jerusalem—cups and 
dishes which had been used in the worship of the true God, 
but which Nebuchadnezzar had carried away, and put in 
the temple of his god, Bel. Belshazzar gave to his nobles 
these vessels to drink from. ‘There they sat drinking wine, 
and praising “the gods of gold, and of silver, of brass, of 
iron, of wood, and of stone,” while outside the city walls the 
army of the enemy was drawing nearer and nearer. 

But the true God warned Belshazzar and his nobles in a 
strange way, of what was to happen. As they sat there 
drinking, the fingers of a great hand suddenly appeared and 
wrote strange words over against the candlestick which 
lighted the room, upon the plaster of the wall. 

The king saw the writing. His nobles saw it, too, but they 
could not understand its meaning. ‘They sent for the wise 
men of Babylon. | 

“To him that can read these words and tell me their mean- 
ing I will give a robe of purple and a golden chain!” cried 
the terrified king. ‘‘ He shall be third ruler of the kingdom.” 

The wise men hurried to the palace. But none of those 
who had been summoned could read the handwriting. 

The queen mother in her apartment heard something 
about what was going on. She remembered Daniel, and how 
he had told King Nebuchadnezzar the meaning of his dream, 
and she hastily went to Belshazzar with the message that 
Daniel should be sent for. 

So once more Daniel was brought before the king of 
Babylon. Belshazzar does not seem to have known who 
Daniel was, for he questioned him closely, and Daniel ex- 
plained. Once more the courteous Jewish captive, now an 


334 JUNIOR CHURCH SCHOOL LESSONS 


old man, had an opportunity to show how great was the 
power of the true God, who had given to him his wisdom 
and his power. 


HANDWORK 


Continue the work on your model of Babylon. 


NotTeEBooK WorK 


Write an imaginary story of what Daniel had been doing 
between the last lesson and this lesson. How old do you 
think that he was at this time? Daniel had been taken to 
Babylon at the time of Jehoiakim’s captivity, in 605 B. c. 
He was about twelve or fifteen years old at that time. This 
lesson took place in 539 B. c. How old was he then? 


Memory WorkK 


Learn these words from a poem about Belshazzar, by Sir 
Edwin Arnold: 


There cometh forth a hand upon the stone, 
Graving the symbols of a speech unknown; 
Fingers like mortal fingers—leaving there 
The blank wall flashing characters of fear— 
And still it glideth silently and slow, 

And still beneath, the spectral letters glow— 
Now the scroll endeth, now the seal is set— 
The hand is gone—the record tarries yet. 


SUNDAY SESSION 
THE HANDWRITING ON THE WALL 
Daniel 5: 24-30 
THe Memory VERSE 


“ Pride goeth before destruction, 
And a haughty spirit before a fall.’—Proverbs 16: 18. 


Tue L&sson STORY 


The old man Daniel stood before the king and the nobles. 
The fingers of the hand wrote on the wall before him, as they 


JUNIOR CHURCH SCHOOL LESSONS a0 


had written before: “ MENE, MENE, TEKEL, UPHAR- 
SIN.” To Daniel, these words, written in Hebrew letters, 
were clear. They were the names of weights: “ A mina, a 
mina, a shekel, a half mina.” Daniel, with the wisdom given 
him by God, knew the meaning. “ MENE; God hath num- 
bered thy kingdom, and brought it to an end,” he said first 
to the king. And again the same word was repeated, to make 
it more impressive. ‘“ TEKEL; thou art weighed in the 
balances, and art found wanting. PERES [which is the 
same word as UPHARSIN, in the singular number]; thy 
kingdom is divided, and given to the Medes and Persians.” 

As the old man spoke these words, terror filled the hearts 
of the king and his nobles. They must have known that 
Daniel’s words were inspired by God. And, although they 
were filled with fear, Belshazzar kept his promise. He 
ordered that Daniel be given a chain of gold and a robe of 
purple, and made a proclamation that he should be the third 
ruler of the kingdom. | 

But the promise of the proclamation could not be carried 
out, for that very night Daniel’s words were fulfilled. The 
Medes and the Persians entered the city. Belshazzar was 
slain, and Darius the Mede became the king of Babylon. 
Once more Daniel had proved a true interpreter of God’s 
messages. 


Purtinc THE LEssSon INTO THE LIFE OF THE CLASS 


God will punish the individual or the nation which does 
not obey his laws. 





A nation which does not obey God’s laws will be destroyed. 
But a nation is as good or as bad as the people who are in it 
are good or bad. Let us do our part to make the nation 
righteous. 





The old man Daniel, like the boy Daniel, was courteous 
and polite. He knew that God would tell him the meaning 
of the message. He did not hesitate to tell the king the 
truth, although it would not please him. He trusted in God. 
We, too, should trust God, and do what he commands 
us to do. 


336 JUNIOR CHURCH SCHOOL LESSONS 


“You are weighed in the balance and found wanting.” 
Do you see what that means? Draw an old-fashioned bal- 
ance, or scale, in your notebook. On one side is the boy or 
the girl that God wants you to be. On the other side is the 
boy or the girl that you are. Are the arms of the balance 
even? Or are you “ found wanting,” a “light weight,” not 
measuring up to what God wants you to be? ; 


THE Lesson TrutH In Your LiFe 


We will try to make ourselves the boys or the girls that 
God would have us be, so that we may not be found wanting 
when the test comes. 


EXPRESSIONAL ACTIVITY 


Write in your notebook a list of certain things that you 
think that you would lke to attain to this week, such as: 
perfect attendance at school; good marks in lessons; at least 
one kind act each day; unfailing politeness ; obedience ; being 
on time; clean face and hands and neatly brushed hair, so 
that mother will not have to remind you of these things. 
Then, at the end of the week, honestly measure yourself, 
and see in how many of these things you could mark your- 
self perfect. 


To READ WITH THE LESSON 


“<Tn that night Belshazzar the Chaldean king was slain’ 
—so briefly and terribly is the narrative cut short in The 
Book of Daniel. But ... we are able to fill up some of 
the details as they were anticipated or seen at the time... . 
The larger part of the accounts are steady to the suddenness 
and completeness of the shock, and all combine in assigning 
an important part to the great river, which, as it had been 
the pride of Babylon, now proved her destruction. . . . The 
stratagems by which the water was diverted . . . are given 
partly by Herodotus and partly by Xenophon. It is their 
effect alone which need here be described. ‘A way was 
made in the sea’—that sealike lake—and a path in the 
‘mighty waters.’ Chariot and horse, army and power are 
. . . lost in the dark streams to rise no more, extinguished 
like a torch plunged in the waters. The hundred gates, all 


JUNIOR CHURCH SCHOOL LESSONS 337 


of bronze, along the vast circuit of the walls, the folding 
doors, the two-leaved gates, which so carefully guarded the 
approaches of the Euphrates, opened as by magic for the 
conqueror; her waves roared like great waters, the thunder 
of their voice was uttered! The inhabitants were caught in 
the midst of their orgies. The Hebrew seer trembled as he 
saw the revelers unconscious of their impending doom. .. . 
But it was too late. Her princes, and her wise men, and her 
captains, and her rulers, and her mighty men were cast into 
a perpetual sleep from which they never woke. They suc- 
cumbed without a struggle, they forbore to fight. They 
remained in the fastnesses of their towering houses; their 
might failed; they became as women, they were hewn down 
like the flocks of lambs, of sheep, of goats, in the shambles 
or at the altar. To and fro, in the panic of that night, the 
messengers encountered each other with the news that the 
city was taken at one end, before the other knew. The bars 
were broken, the passages were stopped, the tall houses were 
in flames, the fountains were dried up by the heat of the 
conflagration. The conquerors, chiefly the fierce mountain- 
eers from the Median mountains, dashed through the terri- 
fied city like wild beasts. They seemed to scent out blood 
for its own sake; they cared not for the splendid metals that 
lay in the Babylonian treasure houses; they hunted down the 
fugitives as if they were chasing deer or catching runaway 
sheep. With their huge bows they cut in pieces the young 
men whom they encountered.... The hammer of the 
nations struck again and again and again, as on the resound- 
ing anvil.” 


EXPRESSIONAL SESSION 
TRUE PATRIOTISM 
Deuteronomy 28: 1-3 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


The Babylonians were a strong, powerful race. ‘They 
were skilled in warfare and in building; they knew much 
about science and art, and we who live more than twenty-five 


338 JUNIOR CHURCH SCHOOL LESSONS 


hundred years later are surprised to find how many things 
that we think are modern, were really known to them. 

Yet this nation was conquered by another nation which 
had grown even more powerful. ‘The Babylonians were too 
sure of themselves. ‘They had given themselves over to a 
life of luxury; they spent many hours feasting at great ban- 
quets; they forgot, in caring for their bodily comforts, that 
the most important thing in life was not the body, but the 
soul; that the nation which cares more for the body than for 
the soul and the spirit fs in danger. So the people of Rome, 
hundreds of years later found out; so did the kings of 
France at the time of the French Revolution. We who live 
in America to-day should learn this lesson from the past. 
We should try to keep God’s commands. We should try to 
obey his laws, and the laws of the land in which we live. 
Let us ask God to help us to learn the lesson which the down- 
fall of so many nations of the past should teach us. 


Tur Cass PRAYER 
O God, though to-day we are only Juniors, we will soon be 
among those who rule in our great land, and we ask thee to 
help us to make our country what thou wouldst have it. 
Help us to be true patriots—citizens who obey thy laws, and 
the laws of the land. Amen. 


VERSES For USE IN THE MEETING 
Leviticus) 25 °103 Psalms 33123567; .S9 Ml SeeProvenps 
[A644 729. eel saiaitows ize 


Hymns tHat May Br Usep In ConNNECTION 

WITH THE MEETING 

‘“O God of Hosts, with Thy Strong Hand.” 

“O Beautiful, My Country.” 

“God Save America.” 

“God of Our Fathers, Whose Almighty Hand.” 

“O God, Beneath Thy Guiding Hand.” 

“Our God, Our Help in Ages Past.” 


QUESTIONS FoR Usk IN THE MEETING 
1. What caused the downfall of the Northern Kingdom 
of Israel? bs 


JUNIOR CHURCH SCHOOL LESSONS 339 


2. What caused the downfall of Babylon? 

3. What can a single American citizen do to help the 
nation? 

4. What cana Junior do to show true patriotism? 

5. If the citizens of a country dislike its laws, should 
they break the laws which they dislike, or keep them until 
they are legally repealed? 


Topics FoR DIscUSSION OR REPORTS 


The True Patriot. 

The Prohibition Law. 

The Man Without a Country. 
Junior Patriotism. 

Politics and Patriotism. 

The Junior Citizen. 


LAE A Spume te 1 dr 


To READ IN THE MEETING 


The Oath of the Athenian Youths: “ We will never bring 
disgrace to this, our nation, by an act of dishonesty or cow- 
ardice, nor ever desert our suffering comrades in the ranks ; 
we will fight for the ideals of the nation, both alone and with 
others ; we will revere and respect our nation’s laws, and do 
our best to incite a like respect and reverence in those above 
us who are prone to annul them and set them at naught; we 
will strive unceasingly to quicken the public’s sense of civic 
duty: thus in all-these ways, we will transmit this nation not 
only not less but greater, better, and more beautiful than it 
was transmitted to us.” 


Benjamin Franklin, the great American, says: “I have 
lived a long time; and the longer I live, the more convincing 
proofs I see of this truth, That God governs in the affairs 
of men.” 


“God bless the land our fathers loved! 
God keep their children true! 
Firm for the right we'll take our stand 
With courage ever new.” 


340 JUNIOR: CHURCH, SCHOOL*LESSONS 


“©O Beautiful, my country! 
Be thine a nobler care 
Than all the wealth of commerce, 
Thy harvests waving fair: 
Be it thy pride to lift up 
The manhood of the poor; 
Be thou to the oppressed 
Fair freedom’s open door. 


“O Beautiful, our country! 

Round thee in love we draw; 

There is the grace of freedom, 
The majesty of law: 

Be righteousness thy scepter, 
Justice thy diadem; 

And on thy shining forehead 
Be peace the crowning gem!” 


A TruE AMERICAN 


Boy 1. We will give you a picture of a true American. 
It is an ideal toward which all must strive if love of country 
and love of God is in our hearts. Who is the true American? 

Boy 2. Psalm 24: 4. 
Boy73.melsaiah sos. 

Boy 4. Psalm 15: 2-4. 

Boy 1. What is required of him? 
Boy yo aueeemiticucs) onto. 

Boy 6. Deuteronomy 25: 15, 

Boy 7. Zechariah 8: 16. 

Boy, oa eMicahi6 «3. 

Boy 1. Let us as true Americans pledge our allegiance to 
our flag. (Unfurls the flag.) 

All repeat: “I pledge allegiance to my flag, and to the Re- 
public for which it stands—one nation, indivisible, with lib- 
erty and justice for all. My hand, my heart, my head I give 
to my country.”—HoME AND ForEIcN FIELps. 


SOMETHING to Do THis WEEK 


Show your patriotism by helping to keep the laws of the 
country. Some ways in which you can do this are as 
follows: 

Refrain from throwing papers on the street. 

Take care of school property.. 


JUNIOR CHURCH SCHOOL LESSONS 341 


Take care of your health, and be careful not to do any- 
thing which will injure the health of others. 

Obey orders. 

Keep the rules of home and school. 

Be courteous, truthful, and prompt. 

Look up the laws of the community which you are likely 
to break, and then be sure not to break them. For instance, 
has your community any laws about breaking street lamps; 
about ringing fire alarms ; about stealing apples ; about break- 
ing windows; about playing baseball in the public street? 


CHAP DE Rex Save) 
WEEK DAY SESSION 
THE NEW RULERS IN BABYLONIA 
~Daniel 6: 1-17 
Tue Memory VERSE 


“Thy God whom thou servest continually, he will deliver 
thee.” —Daniei 6: 16. 


‘LFHEAIBESSCON STORY. 


Cyrus, the great king of the Medes and Persians, made a 
new king, Darius the Mede, ruler over the Babylonians. 
Darius, sixty-two-years old at this time, was a man of wis- 
dom, and a statesman. He divided Babylonia into one hun- 
dred and twenty parts, over each of which he put a prince. 
Then over these one hundred and twenty princes he set three 
presidents, of whom Daniel was the chief. Soon King 
Darius saw that Daniel was wiser than the other rulers that 
he had appointed, and determined to make him the ruler of 
the entire kingdom. 

Daniel must have been about eighty years old at this time. 
He had served in Babylonia under several kings, and always 
he had made good. Now, with God’s help, he was again 
making good under a new ruler of a new race. 

But his advancement aroused the jealousy of the Baby- 
lonian nobles. He was of a different race from themselves, 
and had been a slave. He was absolutely honest and true to 
the king’s cause. He could not be made to join with them in 
any dishonest plans for gaining wealth and power. They 
wanted to cause his downfall, but they could find absolutely 
no reason for accusing him to the king. Finally some of 
them made a plot against him. They would injure Daniel 
through his worship of the true God, to whom he was always 
loyal. They knew that three times each day, at morning and 


342 


JUNIOR CHURCH SCHOOL LESSONS 343 


at noon and at night, he knelt beside an open window, look- 
ing toward Jerusalem, and prayed to God. ‘They would not 
mention Daniel’s name, but they would base their plot upon’ 
Daniel’s custom of prayer, about which Darius knew nothing. 

So one day they went to the king. 

“ King Darius, live for ever,” they said. ‘ All the presi- 
dents of the kingdom, the deputies, and the satraps, the 
counsellors and the governors, have consulted together to 
establish a royal statute, and to make a strong interdict, [or 
decree| that whosoever shall ask a petition of any god or 
man for thirty days, save of thee, O king, he shall be cast 
into the den of lions. Now, O king, establish the interdict, 
and sign the writing, that it be not changed, according to the 
law of the Medes and Persians, which altereth not.” 

King Darius was flattered. He thought that they were 
speaking the truth when they said that “all the presidents ” 
wanted to make this decree—although, of course, Daniel had 
not subscribed to it. So the King signed the writing, and it 
became a “law of the Medes and Persians.” 

Now, the kings of the Medes and Persians had a theory 
that everything they did was right; that a law which they 
had once signed could never be changed. That is why we 
sometimes say that a stubborn person is as unchanging in his 
opinions as the laws of the Medes and Persians. So when 
King Darius signed this decree, the nobles who hated Daniel 
knew that he would not change it, no matter what he wanted 
to do, when he found out that Daniel, whom he honored, 
would be the victim. ‘They had only to wait until they 
trapped Daniel. Then he would be punished. 

Daniel, of course, knew about the decree after it had been 
signed. He knew that it was intended to catch him, for he 
would never cease to worship the true God; he would never 
worship the king. He was too true a Hebrew for that. And 
so, as his custom had been for so many years, he knelt three 
times each day at the open window, looking toward Jerusa- 
lem. He prayed and gave thanks to God as usual. He did 
not attempt to pray in secret. 

The spies were watching. ‘They soon saw Daniel praying 
at the open window, at the usual hour. Then once more they 
showed their wicked cunning. Once more they went to 
the king, 


344 JUNIOR CHURCH SCHOOL LESSONS 


“© King Darius, live forever,” they must have begun. 
“Hast thou not signed an interdict, that every man that 
shall make petition unto any god or man within thirty days, 
save unto thee, O king, shall be cast into the den of lions?” 

“Truly I made this decree,” answered the king, not know- 
ing about Daniel even yet. “This thing is done according 
to the law of the Medes and Persians, which altereth not.” 

Then the nobles showed the meaning of their request. 

“That Daniel, who is of the children of the captivity of 
Judah, regardeth not thee, O king, nor the interdict that thou 
hast signed, but maketh his petition three times a day,” 
they said. 

The king was sorry when he heard these words. Daniel 
had won great favor with him, and he did not want to have 
him harmed. And yet, he had said that the decree was as 
fixed as the law of the Medes and Persians. How could he 
change it? He thought and thought about the matter all the 
day, while his nobles urged him that he must keep his word, 
and carry out the law which he had made. 

“You can do nothing else, O king,” they said. “ You 
have made the decree. You must carry it through.” 

And so Daniel, the old man who had always been true to 
God, whom God had always helped, was seized and taken to 
the den of lions, and a stone was brought, and put at its 
mouth. The king sealed it with his own signet, and with 
the signet of his lords. It seemed now that nothing could 
save Daniel, unless the king’s wish came true—for Darius, 
as he said good-by to his old courtier uttered the words, 
“Thy God whom thou servest continually, he will deliver 
foees 


Wuat A DEN oF Lions Was LIKE 

Kings and nobles of old times enjoyed hunting wild beasts, 
and often lions were caught and caged, to be let out when it 
pleased the king to go hunting. ‘The ‘“ dens” where these 
animals were kept in captivity were generally pits, sur- 
rounded by high walls, but open to the sky. A stone was 
rolled against the doorway, and was made tight by bars. 
Sometimes there were two parts to the den, and the keepers 
would throw food in one side, to attract the lions to that 
part of the pit, while they cleaned the other part. There 


JUNIOR CHURCH SCHOOL LESSONS 345 


were many lions in Babylonia, and the rulers of the land 
found great sport in hunting the king of beasts. 


A PossIBLE PROJECT 


Plan to act out at some meeting of the.class the story of 
Daniel, in three acts: Daniel the Boy (King Nebuchadnez- 
zar); Daniel the Prophet (King Belshazzar) ; Daniel the 
Old Man (King Darius). 

Choose the characters for this play, and have the members 
of the class write the various scenes, using the words of the 
Bible as far as possible. For handwork this week, you may 
make crowns for the kings, and the various costumes needed. 


NotTEBooK WorkK 


Divide the story of Daniel among the members of the 
class, and let each member write a scene of the Bible drama 
of Daniel. The following divisions may help you: 

Daniel and His Friends in Jerusalem. 

Daniel and His Friends Carried Captive to Babylon (the 
Journey). 

Daniel and His Friends Meet a Test. 

The Golden Image of Nebuchadnezzar. 

The Fiery Furnace. 

King Belshazzar’s Feast. 

The Prophecy of Daniel. 

The Story of the Medes and Persians and How They 
Entered the City (told by one of Belshazzar’s courtiers, or 
by the queen mother). 

Daniel’s Rise in Favor with King Darius. 

The Plot of the Rulers. 

The Lions’ Den. 


MeEmMory Work 


Learn the words of the following poem: 


“Do you see the Hebrew captive kneeling, 
At morning, noon, and night to pray? 
In his chamber he remembers Zion, 
Though in exile far away. 


346 JUNIOR CHURCH SCHOOL LESSONS 


“Do not fear to tread the fiery furnace, 
Nor shrink the lions’ den to share; 
For the God of Daniel will deliver, 
He will send his angel there. 


“Children of the living God take courage, 
Your great deliverance sweetly sing; 
Set your faces toward the hill of Zion, 


{» 


Thence to hail your coming King! 


Tom Brown’s ScHoor Days 


After Tom had been at school a year or more, a new boy 
entered. After this boy Arthur was ready for bed the first 
night he looked round the big sleeping room nervously, 
“dropped on his knees by his bedside, as he had done every 
day from his childhood, to open his heart to him who hear- 
eth the cry and beareth the sorrows of the tender child, and 
the strong man in agony. 

“Tom was sitting at the bottom of his bed unlacing his 
boots, so that his back was toward Arthur, and he didn’t see 
what happened, and looked up in wonder at the sudden 
silence. Then two or three boys laughed and sneered, and a 
big brutal fellow, who was standing in the middle of the 
room, picked up a slipper, and shied it at the kneeling boy, 
calling him a sniveling young shaver. Then Tom saw the 
whole, and the next moment the boot he had just pulled off 
flew straight at the head of the bully, who had just time to 
throw up his arm and catch it on his elbow. 

“*What’s that for, Brown?’ waved he, stamping with 
pain. 

“Never mind what I mean,’ said Tom, stepping onto 
the floor, every drop of blood in his body tingling; ‘if any 
fellow wants the other boot he knows how to get it.’ 

“It was no light act of courage in those days, my dear 
boys, for a little fellow to say his prayers publicly, even 
at Rugby.” 

Tom, too, had been used to praying at home, but had been 
afraid to begin at school, and now his conscience smote him. 
He questioned with himself what he had better do, and 
finally “resolved to bear his testimony next morning. The 
morning would be harder than the night to begin with, but 
he felt that he could not afford to let one chance slip.” And 


JUNIOR CHURCH SCHOOL LESSONS 347 


he carried out his resolve. “ For a few nights there was a 
sneer or a laugh when he knelt down, but this passed off 
soon, and one by one all the other boys but three or four 
followed the lead. . . . Before either Tom Brown or Arthur 
left the schoolhouse, there was no room in which it had not 
become the regular custom.”—From “Tom Brown’s 
ScHoor Days.” 


SUNDAY SESSION 
DANIEL DELIVERED FROM THE LIONS’ DEN 
Daniel 6: 18-28 


Tue MEMmMory VERSES 


“O come, let us worship and bow down; 
Let us kneel before Jehovah our Maker: 
For he is our God, 
And we are the people of his pasture, and the sheep 
Ctenisendana sm -saim.95, 69/4 


Tue Lesson STORY 


All night King Darius thought of Daniel, in the lions’ den. 
As he imagined what was happening to the good old man 
who had helped him in so many ways, who had given him 
such wise advice, he could not sleep, he could not eat, he 
could not even enjoy the musicians who usually played 
before him. He could hardly wait for morning to come— 
and yet, he dreaded it. 

But Daniel, in the lions’ den, was not suffering as the king 
imagined. He had not been touched by the lions. Indeed 
they had fawned at his feet. He had even slept peace- 
fully there among them. For Daniel’s faith had been well 
founded. God had sent his angel, and had closed the lions’ 
mouths. He had protected his faithful follower as he always 
had done. Daniel was safe. 

Very early the next morning the king, troubled and sleep- 
less, came to the den into which Daniel had been cast. 

In a sad voice he called out, “O Daniel, servant of the 


348 JUNIOR CHURCH SCHOOL LESSONS 


living God, is thy God, whom thou servest continually, able 
to deliver thee from the lions?” 

“He is able to save me! He did deliver me,” answered 
Daniel. “ My God hath sent his angel, and hath shut the 
lions’ mouths, that they have not hurt me; forasmuch as 
before him innocency was found in me; and also before thee, 
O king, have I done no hurt.” 

You can imagine how glad the king was to hear these 
words of his old prince... Quickly he summoned him to come 
forth. Quickly he had him examined, and found that he 
was uninjured. 

But as for the men who had attempted to injure Daniel, 
they themselves were thrown into the lions’ den, where they 
were eaten by the savage beasts, whose mouths God’s angel 
no longer shut. 

And Darius the Mede made a decree, as Nebuchadnezzar 
the Chaldean had done before him, that Daniel’s God was a 
God of power, who could deliver and rescue and work signs 
and wonders in heaven and on earth, the great God who 
would live forever. 

As for Daniel himself, the Bible tells us that he “ pros- 
pered in the reign of Darius, and in the reign of Cyrus the 
Persian.” 


PUTTING THE LESSON INTO THE LIFE OF THE CLASS 


Daniel’s courage to do right was justified. God sent his 
angel and shut the mouths of the lions. God always pro- 
tects those who serve him. 





Our firmness and courage for the right often helps others 
to take the same stand. 





Missionaries in foreign lands often find that their lives 
speak to the heathen more plainly than do their words. We, 
too, can live in such a way that others will see God’s power 
shown through what he does for us. 





God has power to protect us in all times of danger, if we 
trust in him. 





“ Lions still stand in the pathway of duty for the children 


JUNIOR CHURCH SCHOOL LESSONS 349 


of God. But those who move forward in that pathway shall 
find that the lions are chained, and their jaws locked, so that 
they can inflict no evil.” The lions that most of us meet are 
not real lions, such as those which Daniel encountered, but 
the trials and difficulties and temptations by which we are 
tested. If we meet these things bravely we shall be follow- 
ing Daniel’s example. 


THE Lesson TRUTH IN YouR LIFE 


We will meet the lions of temptation bravely, trusting in 
God for help, as did Daniel in the lions’ den. 


EXPRESSIONAL ACTIVITY 


Make a poster of Daniel in the lions’ den. Then write the 
story of a “lion” that you have met in your own life, and 
paste this on the back of the poster. 


EXPRESSIONAL SESSION 
STANDING FIRM FOR THE RIGHT 
Hebrews 11: 32-34 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


Abraham, Moses, David, Josiah, Joash, Daniel, Elijah— 
these are only a few of the many men about whom we have 
learned in the Old Testament, who stood firm for the right, 
who were loyal to God and who tried to do his will. And in 
the New Testament, we find other heroes of the faith, with 
a still clearer knowledge of what God wanted them to do, and 
the greatest Hero of all, Jesus Christ, our Lord and Master. 
With such a great cloud of witnesses surrounding us, with 
such a heroic band before us, can we not stand firm for the 
faith, too? Can we not follow their example when trial and 
tests come to us? Let us ask God to help us to stand firm 
for the right, as did the heroes of the past. 


Tur CLAss PRAYER 


Our Father in heaven, help us to stand firm for the right, 
as Daniel always did. Let us be loyal to our principles in 


350 JUNIOR CHURCH SCHOOL LESSONS 


boyhood and girlhood, in manhood and womanhood, as he 
was. We ask in the name of Jesus. Amen. 


VERSES FOR USE IN THE MEETING 


Joshua "1%'6;" Proyerbs’ 16:32;5.( 1 Corinthiansae Gaetan 
Ephesians 6:10; Philippians 1:27; 4:1; II Thessalo- 
nians 2:15. 


Hymns THat May Bs UsEpD IN CONNECTION 
WITH THE MEETING 


“ How Firm a Foundation.” 

“ Stand Up, Stand Up for Jesus.” 

“Press On! Press On, Ye Sons of Licht,” 
“Dare to Be a Daniel.” 

“Dare to Be Brave.” 

“ Courage, Brother, Do Not Stumble.” 


QUESTIONS FoR USE IN THE MEETING 


1. How did Daniel stand firm for the right? 

2. ‘Tell the story of one man or woman in the New Testa- 
ment who stood firm for the right. 

3. Tell the story of one person in the first century after 
Christ who stood firm for the right. 

4. How can an American of to-day stand for the right? 

5. How can a Junior do this? 

6. How can the class as a whole take a stand for the 
right? 


Topics FoR DISCUSSION OR REPORTS 


“The Cloud of Witnesses.” 

“The Race that Is Set Before Us.” 

The Martyr Heroes of the First Century. 
Standing for the Right in Modern Missions. 
Standing for the Right in America. 


el aes ees 


To READ IN THE MEETING 


“ Be systematically heroic in little, unnecessary points, do 
every day or two something for no other reason than be- 
cause of its difficulty, so that, when the hour of dire need 


JUNIOR CHURCH SCHOOL LESSONS 351 


draws nigh, it may find you not unnerved and untrained to 
stand the test.” 





If you accustom yourself every day to little deeds of hero- 
ism, little everyday acts of bravery, you will find that when 
the test comes, you “ will stand like a tower, when every- 
thing rocks around you, and your softer fellow mortals are 
winnowed like chaff in the blast.” 





To overcome difficulties develops manly character. 





“The heights by great men reached and kept 
Were not attained by sudden flight, 
But they while their companions slept 
Were toiling upward in the night.” 


THE Ricut KIND oF AMERICAN Boy 


“ What we have a right to expect from the American boy, 
is that he shall turn out to be a good American man. 

“ Now, the chances are strong that he won't be much of a 
man unless he is a good deal of a boy. 

“He must not be a coward or a weakling, a bully, a shirk, 
or a prig. 

“He must work hard and play hard. 

“He must be clean-minded and clean-lived and able to 
hold his own under all circumstances and against all comers. 

“It is only on these conditions that he will grow to be the 
kind of man of whom America can be really proud. 

“Tn life, as in a football game, the principle to follow is: 
Hit the line hard; don’t foul and don’t shirk, but hit the line 
hard.”—-THEopoRE ROOSEVELT. 


SoMETHING to Do Tuts WEEK 


“‘ Weakness is developed by yielding to temptation. Every 
day try to do some hard task. This will make you strong.” 


GEA PH Reena 
WEEK DAY SESSION 
PREPARING FOR THE RETURN FROM EXILE 
Ezra, chapters 1, 2 
THe MrEMory VERSE 


“Tf I forget thee, O Jerusalem, 
Let my right hand forget her skill.”’—Psalm 137: 5. 


THE LESSON STORY 


King Cyrus the Great entered the city of Babylon in great 
state. He called before him the chief men of the city, and 
investigated the condition of affairs. Particularly he ex- 
amined the condition of the captive Jews, for in some way 
God had touched his heart, and had made him want to help 
them. He found that very many of them were unhappy, and 
that they were longing for their homeland and the city of 
Jerusalem. Then King Cyrus made a decree: 

“Thus saith Cyrus king of Persia, All the kingdoms of 
the earth hath Jehovah, the God of heaven, given me; and 
he hath charged me to build him a house in Jerusalem, 
which is in Judah. Whosoever there is among you of all 
his people, his God be with him, and let him go up to Jeru- 
salem, which is in Judah, and build the house of Jehovah, the 
God of Israel (he is God), which is in Jerusalem. And 
whosoever is left, in any place where he sojourneth, let the 
men of his place help him with silver, and with gold, and 
with goods, and with beasts, besides the free-will offering 
for the house of God which is in Jerusalem.” 

This decree was read to all the Jews in Babylonia. How 
their hearts must have been stirred within them, when they 
knew that they had the opportunity to return to their longed- 
for homeland! Quickly the heads of the families assembled, 


8! 


JUNIOR CHURCH SCHOOL, LESSONS 353 


and called together those who wished to go. ‘There was at 
the head of these men Zerubbabel—“ born in Babylon ”—or 
Sheshbazzar, the grandson of King Jehoiachin, and so the 
heir of the throne of Judah; next to him was Jeshua, or 
Joshua, the high priest, and next to these two in rank and 
age was Seraiah, the priest, the son of Hilkiah. In all there 
were forty-two thousand three hundred and sixty men and 
women, besides the servants, of whom there were seven 
thousand three hundred and thirty-seven, and two hundred 
singers. 

Cyrus gave over to these people the Temple treasures, 
which were still kept safe—platters, and bowls, and ves- 
sels of all sorts, made of silver and of gold—even the knives 
of the Temple, which had been preserved. The Jews who 
preferred to remain in Babylonia helped, too, with gifts and 
offerings. 

When the procession was ready to start, they placed at 
the head of the caravan the vessels of the Temple, for they 
no longer had the Ark, which had been at the head of the 
Children of Israel in their wanderings through the desert; 
hundreds of years before. The people rode on camels, on 
mules, on asses, on horses; they started with musicians play- 
ing upon flutes and tabrets, and with hundreds of minstrels 
singing. 

It must have seemed like a big undertaking for these 
people to set out from the great, protecting walls of Babylon, 
to cross the vast desert which lay between Chaldea and 
Palestine. This journey of nine hundred miles would take 
four months, at the slow rate at which such a caravan could 
travel. The way was over a hard, graveled plain, with no 
palm groves, no towering mountains to relieve the monotony, 
as there had been in the Wilderness of Sinai. ‘Then, as now, 
fierce hordes of Bedouin robbers swept over the whole 
region. “ The high, snow-clad ridge of Hermon would be 
the first object that at the distance of four or five days’ 
journey, would rise on the uniform horizon of the exiles. 
... Even then there would still be a long journey of hill 
and vale to traverse before they reached their home.” But 
the procession moved along joyously. ‘They were going to 
their longed-for homeland. 


354 JUNIOR CHURCH SCHOOL LESSONS 


HANDWORK 


On the sand table make a picture of the caravan as you 
think that it looked. 


Map Work 


Draw on the blackboard a map of the region through 
which the returning exiles passed on the way from Chaldea 
to Jerusalem. 


% 


NoreEBooK WorkK 


Write in your notebook the story of the journey as if you 
yourself had been making it. 


Mermory WorK 
Learn the words of Psalm 126: 


“When Jehovah brought back those that returned to Zion, 
We were like unto them that dream. 
Then was our mouth filled with laughter, 
And our tongue with singing: 
Then said they among the nations, 
Jehovah hath done great things for them. 
Jehovah hath done great things for us, 
Whereof we are glad. 
Turn again our captivity, O Jehovah, 
As the streams in the South. 
They that sow in tears shall reap in joy. 
He that goeth forth and weepeth, bearing seed for sowing, 
Shall doubtless come again with joy, bringing his sheaves 
with him.” 


A Story To READ 


There is a story in one of the oldest books of which we 
know, “ The Apocrypha,” which tells how it came about that 
the Jews were allowed to return to their homeland. The 
story is not in the Bible, but is an old legend. 

The king of Persia was asleep in his palace one night. He 
was awakened by the conversation of three young men who 
were standing guard over his bedroom. 

“They were disputing as to what was the strongest thing 
in the world; and, as they became excited, they talked so 
loud that they awakened their king. But he, instead of 


JUNIOR CHURCH SCHOOL LESSONS 355 


telling them to be quiet, listened to their argument. They 
were saying: ‘ Let each of us write a sentence telling what 
we think is strongest, and put it under the king’s pillow; 
then on the morrow he, with the three princes of Persia, will 
decide which is wisest. The winner shall then be given great 
gifts for his victory.’ 

“They did as they had agreed. The first wrote, ‘ Wine is 
strongest.’ 

“The second wrote, ‘ The king is strongest.’ 

“The third wrote, ‘ Above all, truth beareth the victory.’ 

“ These writings they placed under the king’s pillow. The 
next day the king sat in his judgment hall with all the princes 
and governors of provinces around him, and ordered that 
the three young men should be called to justify their 
opinions. : 

“The man who thought wine the strongest thing in the 
world arose, and said: “O men, how strong is wine! It 
makes fools of even the greatest men. The mightiest king 
and the most ignorant child are equal when under its power. 
The sad become gay because of it. It maketh all, even the 
poorest, feel rich. If wine can do this, is it not the strongest 
thing in the world?’ 

“Then the second defended his belief that the king was 
the strongest with these words: ‘ The king is mighty above 
all else. If he bids men go to war, they do it. They cross 
countries and mountains, tear down city walls, and attack 
the towers, and, when they have conquered the country, they 
bring all the spoil to the king. In the same way, when the 
farmer tills his land, and reaps again after the sowing, he 
pays a large share of it to the king as taxes. The king is 
but a single man, but, when he orders a person put to death, 
it is done. When he commands others to be spared, they are 
saved. So all his people obey him, and he does as he pleases. 
O judges, does not this prove that the king is the mightiest ? ’ 

“Then spake the third young man. Zerubbabel was his 
name. 

“*Q© king, great is truth, and stronger than all things. 
Wine is wicked, the king is wicked, all the children of men 
are wicked, and they shall perish. But truth lasts forever. 
She is always strong, she never dies, and is never defeated. 
With truth there is no respect of persons, and she cannot be 


356 JUNIOR CHURCH SCHOOL LESSONS 


bribed. She doeth the things that are just. She is the 
strength, kingdom, power, and majesty of all ages. Blessed 
be the God of truth.’ 

“With these words he finished, and the people burst out 
in a great shout: ‘Great is truth, and mighty above all 
things.’ 

“Then the king said: ‘Ask of me whatever thou wilt. 
Thou art the wisest.’ ” 

So the young man asked that the Jews be allowed to 
return to Jerusalem, and to rebuild it. And because the king 
had promised, and wanted to keep close to the truth, he kept 
his word. He made the young man the leader of the Jews 
who were going back to Jerusalem. “ And the young man 
turned his face toward heaven, and prayed to Jehovah, say- 
ing: ‘From thee cometh victory, from thee cometh wisdom. 
Thine is the glory, and I am thy servant.’ 

“Thus by the wisdom of the young man Zerubbabel, the 
king of Persia was persuaded to rebuild Jerusalem.” 


SUNDAY SESSION 
DAE ARE DORNER © Mery Hoste 
Psalm 126 
Tur Memory VERSES 


“Thus saith Jehovah, .. . of Cyrus, He is my shepherd, 
and shall perform all my pleasure, even saying of Jerusalem, 
She shall be built; and of the temple, Thy foundation shall 
be laid.”—Isaiah 44: 24, 28. 


THE LESSON STORY 


At last the long, long caravan of returning exiles reached 
the homeland. They were making their way to Judah and to 
Jerusalem—for most of those who returned were descend- 
ants of the tribes of Judah and Benjamin, the Southern 
Kingdom. The country round about was filled with stran- 
gers, but Judah and Jerusalem must always belong to the 
Jews, so it seemed to them. How excited they must have 
been as they saw the well-known landmarks coming into view 


JUNIOR CHURCH SCHOOL LESSONS 357 


—landmarks of which many of them, born in Babylon, had 
only heard. They sought out the homes of their fathers; 
they scattered to Gibeon and Ramah, to Anathoth and Beth- 
lehem. But most of them established themselves in Jerusa- 
lem, the Holy City of their dreams. 

They had found things in a sad state, for there were 
great breaches in the walls; buildings had been torn down; 
the Temple was in ruins. 

The first act of the exiles was to plan a new place of 
worship. On the first day of the seventh month, Tisri, or 
October, of the year 537 B. c., they came together in Jerusa- 
lem. And there, at the time of the great autumn feast of the 
year—the feast of the tabernacles—they consecrated a new 
altar. Just so, long before the first Temple was built, David 
had consecrated an altar on the threshing floor of Araunah. 
Now, for days the smoke of burnt offerings arose; once 
more ‘‘ were seen ascending to the sky the columns of smoke, 
morning and evening, from the daily sacrifices—the sign at 
once of human habitation and of religious worship in the 
long-deserted capital.” And that day, the first day of the 
seventh month, became the Jewish New Year’s Day, and 1s 
celebrated even to-day among the Jewish people. 


PuTTING THE LEssoN INTO THE LIFE OF THE CLASS 


The Jews rejoiced because God had done such “ great 
things” for them. Have you counted up the great things 
which he has done for you, and do you thank him for them, 
as you should? 





The first thought of the Jews when they returned from 
the Captivity was of how they might worship God. Is that 
your first thought, or do you put other things first? 





Cyrus, the great king of the Persians, was generous and 
big-hearted. He saw the point of view of the peoples whom 
he had conquered, and over whom he ruled. He did many 
things for them. He was kind to the stranger in the land. 
And we, too, can be kind to the stranger within our gates, to 
the foreign child in our school and in our city. 





After the Exile, the Jews were never tempted to worship 


358 JUNIOR CHURCH SCHOOL LESSONS 


any other gods than the true God. Let us also give to him 
the first place in our lives. 


Tur LEsson TrutTH IN Your LIFE 


We will try to follow the example of the Jews of the res 
turn in putting God and his service in the first place in 
our lives. 


EXPRESSIONAL ACTIVITY 


Save money this week from your allowance to help in 
establishing a struggling church in our own land or in a 
foreign land. Ask your teacher where to send your gift. 


EXPRESSIONAL SESSION 
WORLD BROTHERHOOD 
tejohnecs alt 
SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


King Cyrus of Persia was a very great man. He saw 
clearly that other peoples and nations had a place in the 
world, just as his own nation had. He knew that others had 
a right to their homeland, to their national customs, to their 
national ceremonies. And so, instead of leaving in captivity 
those of other nations, over whom he ruled, he tried to help 
them; he sent them back to their homeland with gifts; he 
tried to restore what had been taken from them by those 
who had gone before him. 

So he gave to the Jews the opportunity to go back to their 
homeland; he gave to them the treasures which had been 
taken from the Temple in Jerusalem. 

We, too, should have the same feeling about other nations. 
We should realize that other peoples love their country as 
we love ours, and that their customs and ways are dear to 
them, although they are different from our own. For the 
parts of the whole world are becoming more and more 
closely connected each year, with trains and steamboats and 
telephones and telegraphs and the radio. What happens in 
one part of the world affects another. When we sit down to 


JUNIOR CHURCH SCHOOL LESSONS 359 


breakfast in the morning, perhaps we have bananas from 
Central America, or oranges from California or Florida; 
oatmeal made from grain grown in Canada or in North 
Dakota; coffee irom Arabia or from Brazil. Our. cotton 
clothing may be made from cotton grown in the United 
States, or in Egypt, or in India; our woolen clothing may 
be made from wool grown on an Australian sheep, as well 
as on an American sheep; our shoes may be made from hides 
from South America, or from our own land. We do not 
often think of these things, but they are true. We are parts 
of a great world brotherhood, where each nation affects the 
others more and more, as each year goes by, and we want to 
think of the people of other nations not as strangers, but as 
brothers, whom we love, and treat with courtesy and respect. 
We want to learn to know them, to help them if they need 
help, to understand them in every way that we can. God 
wants us to do this, for he has made of one blood all the 
nations of the earth; he sent Jesus Christ, our Lord, to die 
not for us only, but for the whole world. And so, let us ask 
God to help us to think of the people of the world as one 
great brotherhood, to which we owe love and service. 


Tue CLAss PRAYER 


O God, the Father of all people everywhere, help us to 
understand and to love other people, although they seem 
strangely different from ourselves. Help us to treat kindly 
those of other races who are in our own land. We ask in 
the name of Jesus, who died that all the people of the world 
might be saved. Amen. 


VERSES FOR USE IN THE MEETING 


Psalm 46:9, 10; Isaiah 42:4; 60:3; Habakkuk 2:14; 
Acts 10:34, 35; 17:26; I Corinthians 8:6; Ephesians 
4: 4-6; I John 4: 19-21. 


Hymns tHat May B& Usep IN CoNNECTION 
WITH THE MEETING 


“The World Children for Jesus.” 


“ Children of the Heavenly King.” 
“ Christ for the World We Sing.” 


360 JUNIOR CHURCH SCHOOL LESSONS 


“The Whole Wide World for Jesus.” 
“We've a Story to Tell to the Nations.” 
“The Morning Light Is Breaking.” 


QUESTIONS For USE IN THE MEETING 


1. How did Cyrus the Persian help to make the peoples 
of his time understand one another? 

2. Why does the world to-day seem a smaller place than 
it seemed in the days of Cyrus, or of Columbus? 

3. What have Christian people and the Christian religion 
done to make the world more of a brotherhood ? 

4. What has America done to help? 

5. How do our missionaries help in furthering the 
movement ? 

6. How can the Juniors in our school help? 


Topics For DISCUSSION OR REPORTS 


1. A World Brotherhood. 

2. How Nations Depend Upon One Another. 

3. How Steamships and Railroads Have Helped in the 
Brotherhood of Nations. 

4. How Telegraph and Telephone Have Aided in Bring- 
ing About the Friendship of Nations. 

5. The Red Cross, and How It Has Helped in Showing 
the People of the World that We Are All One Family. 

6. Missions and World Brotherhood. 


To READ IN THE MEETING 


“Nation with nation, land with land, 
Unarmed shall live as comrades free; 
In every heart and brain shall throb 
The pulse of one fraternity.” 





“God, grant us now thy peace, 
Bid all dissensions cease, 
God, send us peace. 

Peace in true liberty, 
Peace in equality, 

Peace and fraternity, 
God, send us peace.” 


JUNIOR CHURCH SCHOOL LESSONS 361 


“Children of one Father 
Are the nations all; 
‘Children mine, beloved,’ 

Fach one he doth call; 
Be ye not divided, 
All one family ; 
One in mind and spirit, 
And in charity. 


“Wealth and power shall perish, 

Nations rise and wane; 

Love of others only 
Steadfast will remain; 

Hate and greed can never 
’Gainst this love prevail; 

It shall stand triumphant 
When all else shall fail.” 


“In Christ there is no East or West, 
In him no North or South; 
But one great fellowship of love 
Throughout the whole wide earth. 


“Tn him shall true hearts everywhere 
Their high communion find; 
His service is the golden cord 
Close binding all mankind. 


“Join hands, then, brothers of the faith, 
Whate’er your race may be. 
Who serves my Father as a son 
Is surely kin to me. 


“In Christ now meet both East and West, 
In him meet South and North; 
All Christly souls are one in him 
Throughout the whole wide earth.” 


SoMETHING To Do TH1s WEEK 


Make a list of the articles of food that you eat in one 
day ; the clothes that you wear; the furniture that you use. 
Then try to name the countries from which these things 
may have come, in order to see how much you owe to 
other people. 


CHAPTER XXXVIII 
WEEK DAY SESSION 
REBUILDING THE TEMPLE 

: Ezra 3: 8-13 
Tue Memory VERSES 


“ Make a joyful noise unto Jehovah, all ye lands. 
Serve Jehovah with gladness: 
Come before his presence with singing.” 
-——Psalm=lOOm aes 


THE Lesson STORY 


After the dedication of the altar to the true God, following 
the return to Jerusalem, the exiles turned their attention to 
building homes for themselves, tilling the soil, planting grain, 
and providing for themselves the necessities of life. But in 
the second month of the second year after they reached 
Jerusalem, Zerubbabel and Jeshua summoned the people, and 
told them that the time had come to begin the building of the 
Temple. The foundation was laid with great ceremony. 
The priests, in the rich apparel which belonged to their 
positions, blew the silver trumpets; the musicians clashed 
their brazen cymbals, and the people raised a mighty refrain: 
“© give thanks unto Jehovah; for he is good; 

For his lovingkindness endureth for ever.” 

The Second Temple was to cover more ground than the 
first Temple; according to the decree of Cyrus, it was to be 
larger in every way, and yet, as the foundations were laid, 
many of the older men wept, as they remembered the glories 
of the Temple of Solomon which were lost forever. The 
Ark was gone, the tablets of the law were gone, the vase of 
manna, the rod of Aaron, the golden shields which had 
adorned the walls. But yet there was much to rejoice over, 
and the younger men, with their enthusiasm shouted aloud, 
so that the noise of weeping could no longer be heard. 


362 





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Copyrighted by Ilarold Copping. Harold Copping. 


CARRYING THE LAW 


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JUNIOR CHURCH SCHOOL LESSONS 363 


Things did not all go smoothly, however. ‘There were 
many enemies round about Jerusalem. They were displeased 
that the Jews should attempt to rebuild the Temple. Cyrus 
died, and his son, Cambyses, was unfriendly to the Hebrews, 
so that the enemies succeeded in stopping the work. For 
fifteen years little or nothing was done. Then in the year 
521 B. c., Darius Hystaspis came to the throne of Persia, 
and in the second year of his reign, permission was obtained 
to continue the work on the Temple. 

There were two men, besides Zerubbabel, the prince, and 
Jeshua, the high priest, who encouraged the Jews at this time 
of trouble, and tried to help them. ‘These two men were the 
prophets, Haggai and Zechariah. Haggai was an older man; 
Zechariah was a younger man, of priestly family. Both of 
them tried in every way to help the discouraged Jews. 

How happy the exiles must have been as they laid the 
stones of the Temple walls, and cut the cedars for the wood- 
work! For four years they worked. Then, at last, in the 
sixth year of the reign of Darius, the work was finished. 

There were three particulars in which this second Temple, 
the Temple of Zerubbabel, was different from that of Solo- 
mon. ‘There were no more to be seen the beautiful clusters 
of palm and olive and cedar which had been found in the 
court of the old Temple, where sometimes heathen gods and 
goddesses had been worshiped. ‘There was at the north- 
western corner of the building a fortress tower, which was 
used as the residence of the Persian governor. The court of 
worshipers was for the first time divided into the Court 
of Israel and the Court of the Gentiles. 

As soon as the Temple was finished, services of consecra- 
tion were held. These services took place at the time of the 
passover. A hundred oxen, two hundred rams, and four 
hundred lambs were sacrificed. But the most important 
sacrifice of all, it seemed to the people, were twelve he-goats, 
offered as a sin offering and representing the twelve tribes 
of Israel. 

So once more the Temple was ready to be used as a place 
for God’s worship. 


NotTEBooK Work 
Write in your notebooks a comparison of the Temple of 


364 JUNIOR CHURCH SCHOOL LESSONS 


Solomon with that of Zerubbabel, comparing Ezra 6:3, 4 
and I Kings 6:2, 3, 36. Also compare the offerings for 
Solomon’s Temple, I Chronicles 29:1-9, with those for 
Zerubbabel’s, Ezra 2:69; Nehemiah 7: 71. 


HANDWORK 


Make a plan of Zerubbabel’s Temple on the sand table. 
Follow the general outline of the plan of Solomon’s Temple, 
but indicate the differences that you know. Before you do 
this, read the description given below. 


ZERUBBABEL’S TEMPLE 


Cyrus authorized the erection of a Temple sixty cubits in 
breadth and height. It was begun in the year 537 B. c., the 
second year after the return from the Captivity; and after 
much opposition from the inhabitants of Samaria, was com- 
pleted in the sixth year of Darius, 515 8B. c. The dimensions 
of the several parts are not known. The plan of Solomon’s 
Temple was, however, followed; though the new building 
was projected on a scale of far less magnificence. In the 
construction of the house, cedar from Lebanon was used; 
and precious metals, which were provided, as in the wilder- 
ness, by the freewill offerings of the people. Many of the 
vessels used in the former Temple were restored. The in- 
terior walls were overlaid with gold; and the house was 
divided, as usual, into the Holy of Holies and the sanctuary, 
apparently separated from each other by at least a veil. The 
Holy of Holies was empty, for the Ark of the Covenant had 
disappeared. The sanctuary was furnished with an altar of 
incense, and, like the tabernacle, with only one candlestick 
and one table for shewbread. Exterior chambers were at- 
tached to the building; and the whole was surrounded with 
courts. A brazen sea and an altar for sacrifice were used. 
The altar was built of stones. The court of the priests was 
eventually separated from the outer court by a wooden rail- 
ing. The Temple and its precincts were closed by doors and 
gates.— ADAPTED FROM Davis’ “DICTIONARY OF THE BIBLE.” 


Mermory Work 
Learn the words of Psalm 122, which the people of the 
time of our lesson may have sung: 


JUNIOR CHURCH SCHOOL LESSONS 365 


I was glad when they said unto me, 

Let us go unto the house of Jehovah. 

Our feet are standing 

Within thy gates, O Jerusalem, 

Jerusalem, that art builded 

As a city that is compact together ; 

Whither the tribes go up, even the tribes of Jehovah, 
For an ordinance for Israel, 

To give thanks unto the name of Jehovah. 
For there are set thrones for judgment, 

The thrones of the house of David. 

Pray for the peace of Jerusalem: 

They shall prosper that love thee. 

Peace be within thy. walls, 

And prosperity within thy palaces. 

For my brethren and companions’ sakes, 

I will now say, Peace be within thee. 

For the sake of the house of Jehovah our God 
I will seek thy good. 


SUNDAY SESSION 
ENCOURAGING THE BUILDERS 
Haggai 1: 5-8; 2: 1-9; Zechariah 4:6; 8:4, 5; 9:9 
Tue Memory VERSE 


“Not by might, nor by power, but by my Spirit, saith 
Jehovah of hosts.”—Zechariah 4: 6, 


THE LESSON STORY 


In the midst of the discouragement of the exiles who had 
returned from Babylonia to Jerusalem, there were two men 
who urged them not to forget their duty to God, and to go on 
with the work which they had begun with so much enthusi- 
asm. ‘These two men, the messengers of the Lord, Haggai 
1:13, were the Prophets Haggai and Zechariah. 

Haggai was an old man. It is thought that he was one of 
those who had seen the first Temple, and so he must have 
been at least eighty years of age. Zechariah was a younger 
prophet, born during the Captivity in Babylon, the thirty- 
first of his name in the Bible. 

For almost fifteen years the men of Jerusalem had for 
one reason or another neglected the work of the Temple. 


366 JUNIOR CHURCH SCHOOL LESSONS 


Now a new ruler, Darius Hystaspis, had come to the throne, 
and it seemed to Haggai the fitting time for the work to be 
taken up again. On the first day of the sixth month of 
the second year of Darius, he gave his first message to the 
people, calling them again to action. And this stirred up the 
Jews to such an extent that within three weeks they began 
again their neglected work. Haggai again spoke to the 
people on the twenty-first day of the seventh month, encour- 
aging Governor Zerubbabel to go on, knowing that God 
would help. 

Then suddenly one day a new prophet appeared—Zecha- 
riah, a priest as well as a prophet. It was in the eighth 
month that he first began to prophesy and to encourage the 
builders. 

It was through the encouragement and the efforts of these 
two men that the second Temple, the Temple of Zerubbabel, 
was finally completed, for without the word of the Lord 
which they spoke, the men of Judah would have failed once 
more to do as God wanted them to do. 


PuTTING THE Lesson INTo THE LIFE OF THE CLASS 
When we encourage others, we sometimes do a greater 
work than we know. 





The Prophet Haggai told the Jews that the silver and the 
gold of the world were the Lord’s. We know this, as those 
people of long ago knew it. We are God’s stewards, who 
administer his possessions for him. Are we administering 
them rightly? 





Perhaps we think that great things are accomplished in the 
world by might and power. But by God’s Spirit even greater 
things are accomplished. 


Tue Lesson TrutTH IN Your LIFE 


I will try to encourage those who need encouragement. I 
will not speak a discouraging word. 


EXPRESSIONAL ACTIVITY 


This week try to encourage some one who needs 
encouragement. 


JUNIOR CHURCH SCHOOL LESSONS 367 


‘To READ WITH THE LESSON 


“Courage, brother! do not stumble, 
Though thy path be dark as night; 
There’s a star to guide the humble; 
‘Trust in God, and do the right.’ 
Let the road be rough and dreary, 
And its end far out of sight, 
Foot it bravely, strong or weary; 
Trust in God, and do the right.” 


EXPRESSIONAL SESSION 
BUILDING FOR THE FUTURE 
eGOrinthians. oniLOpey 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


The Jews who came back from the Exile in Babylonia at 
first were enthusiastic about building the Temple and re- 
building the city. But there were many difficulties in the 
way, and soon they became discouraged. They would per- 
haps have failed entirely if it had not been for the brave 
words of the Prophets Haggai and Zechariah. 

We Juniors, too, are building—building for the future. 
We, too, meet many hard things and difficulties as we try to 
build for ourselves that “ temple of God,” which the Apostle 
Paul says we are. We must try to make our lives, our 
characters a fitting place for God to dwell in. To-day let us 
think of ourselves as temples of the Holy Spirit, and ask 
God’s help in building these aright. 


THE CLAss PRAYER 
O God, our heavenly Father, we ask thy help in building 
aright the temples of our lives. We know that there will be 
many difficulties and hindrances in the way, just as the Jews 
of the return from the Exile found many hindrances in their 
way. We pray thee to help us, in our building. We ask in 
the name of Jesus, the “ corner stone” of our faith, Amen. 


368 JUNIOR CHURCH SCHOOL LESSONS 





VERSES FoR USE IN THE MEETING 


Matthew 7: 24-27; John 2: 19-21; I Corinthians 6: 19; 
II Corinthians 5:1; Ephesians 2: 19-22; Hebrews 11: 10. 


Hymns tHat May Bet UseEp IN CoNNECTION | 
WITH THE MEETING | 
“We All Are Little Builders.” 


“ Sing We of the Golden City.” 

“ Building, Daily Building.” 

“Christ Is Made the Sure Foundation.” 
“My Hope Is Built on Nothing Less.” 


QUESTIONS FoR USE IN THE MEETING 


How do we build the temple of character? 

What is the foundation upon which we should build? 
What are some of the stones which we should use ? 
How can we make our building strong? 

. Against what enemies do we have to fight in our 
building ? 


mB ONE 


Topics FoR DiscussION oR REPORTS 


The Chief “ Corner Stone.” 
The Temple of Our Bodies. 
The Stones of the Building. 
Building for the Future. 
The City of God. 


edb in see he) 


To READ IN THE MEETING 


“ Building, daily building, 
While the moments fly, 
We are ever building 
Lifework for on high! 
Character we're building, 
Thoughts and actions free 
Make for us a building 
For eternity.” 





Is the temple which you are building going to be worthy 
of a place in the city of God? 


JUNIOR CHURCH SCHOOL LESSONS 369 


THE BUILDERS 


All are architects of Fate, 
Working in these walls of Time; 
Some with massive deeds and great, 
Some with ornaments of rime. 


Nothing useless is, or low; 
Each thing in its place is best; 
And what seems but idle show 
Strengthens and supports the rest. 


For the structure that we raise, 
Time is with materials filled; 
Our to-days and yesterdays 
Are the blocks with which we build. 


Build to- ae fea strong and sure, 
With a firm and ample base; 

And ascending and secure 
Shall to-morrow find its place. 


—Hrnry W. LONGFELLOW. 


‘Build thee more stately mansions, O my soul, 
As the swift seasons roll!” 


A ‘Tkst oF CHARACTER 


A man, who was very rich, dreamed that God called him 
up to heaven and that he was going through the streets of 
the glorious city, with a guide to show him the way. He 
noticed a very fine mansion being built. 

He said to his guide: “ Whose is that?” I think he must 
have felt that he would like it for his own. He was very 
much surprised when the guide answered, “ That is for your 
gardener.” “‘ For my gardener?” he said. ‘“ Why, he never 
lived in a mansion on earth; he lived in a little bit of a house. 
He might have had a finer home if he hadn’t given away 
so much.” 

The guide said nothing in reply and they went on. Soon 
they came to a plain-looking house. There was nothing 
mean about it, for there is nothing mean in heaven. But it 
was no mansion as the other; not nearly so beautiful and 
attractive. The man said, “ Whose is this?” And the guide 
answered, “ That is for you.” “For me?” he said, “ Why, 


370 JUNIOR CHURCH SCHOOL LESSONS 


I always lived in an elegant mansion on earth.” “ Yes, I 
know,” the guide said, and he said it sadly, “but the great 
King of heaven is doing the best he can with the material 
that was sent up.”—FRANK T. BAILEY. 


SoMETHING To Do THis WEEK 


This week keep all the stones in your character building 
square and smooth. Some of the ways in which you may do 
this are as follows: Be honest, courteous, respectful, help- 
ful, faithful, loving, kind. 


CHAPTER XXXIX 
WEEK DAY SESSION 
PLANNING THE SECOND RETURN FROM EXILE 
bizrae/ li torneo 
THe MeMory VERSE 


“The hand of our God is upon all them that seek him, 
for good.” —Ezra 8: 22. 


THE LESSON STORY 


About fifty years had passed since the completion of the 
second Temple. The people, who had been inspired to work 
by the teachings of Haggai and Zechariah, had again grown 
careless in their services of worship. Again affairs in Je- 
rusalem were in a sad state. 

At this time there was among the Jews in Babylon a young 
scribe named Ezra. He was a Levite, a descendant of 
Seraiah, the high priest in Jerusalem who was killed at the 
time when the city was captured by the order of Nebuchad- 
nezzar. Another ancestor, farther back, was Hilkiah, the 
high priest, who, in the reign of Josiah, had discovered the 
book of the law. 

Ezra was born in Babylon. He had probably gone to 
Babylonian schools, in which were taught arithmetic, as- 
tronomy, geography, history, and grammar. Besides these 
things, as a Hebrew boy, he studied Hebrew and Aramaic, 
music, sacred poetry, and most especially and earnestly, the 
law of Moses. He became “a ready scribe in the law of 
Moses ”—that is, a student of Scripture, copying it and 
commenting upon it. 

The ruler of the Babylonians at this time was Artaxerxes 
Longimanus, or as we would say, “ Artaxerxes of the Long 
Hand.” In some way he became acquainted with Ezra, and 
looked favorably upon the young man, So, when Ezra came 


37/1 


372 JUNIOR CHURCH SCHOOL LESSONS 


to him with a request that he be allowed to lead a party of 
Jews back to Jerusalem, Artaxerxes’ answer was favorable. 
He not only gave to Ezra permission to go, but also a large 
gift of money, to be spent for offerings in the Temple, and 
vessels of gold and silver to be used in the Temple service. 
Artaxerxes decreed, also, that Ezra should be allowed to 
draw on his treasuries “ beyond the river,” (that 1s, across 
the Euphrates, and so, nearer to Jerusalem,) for money, 
wheat, wine, oil, and salt. He decreed most severe penalties 
for any who disobeyed his commands. 

Ezra made ready to set out. The plans that he made show 
what a careful man he was. He called together the Jews 
who wished to return to Jerusalem to meet at the river 
Ahava. ‘There tents had been set up, and for three days 
Ezra went among the people. There were fourteen hundred 
and ninety-six men. (The number of women and children 
is not given.) As Ezra went among the people who were 
ready to return with him, he made the surprising discovery 
that there were no Levites in the party. Now, Ezra’s desire 
in returning to Jerusalem was to interest the people there 
again in the service of the true God. He felt that he could 
not do this unless there were Levites among those who 
returned. 

At Casiphia, not far from the encampment at the Ahava, 
was a Levite colony, headed by a man named Iddo. Ezra 
sent to this place a committee, who brought back with them 
thirty-eight Levites and two hundred and twenty Nethinim, 
or Temple servants. Probably there were about seven thou- 
sand now in the party, including the women and the children. 
Preparations were almost completed. Soon the caravan 
would be on its way. 


NotTEBooK WorxK 


Compare the number of people in this caravan and in that 
of Zerubbabel. 

Find the value of the money which Artaxerxes gave to 
Ezra, if a talent of silver is equivalent to $1950. Ezra 7: 22. 

Also find the quantity of wheat, if a measure of wheat 
equals three pecks, five quarts; and of wine and of oil, if a 
bath equals eight gallons, one quart, one and two-thirds pints. 


ee ee 


JUNIOR CHURCH SCHOOL LESSONS 373 


HANDWORK 


Make on the sand table a representation of Ezra’s caravan. 


Map Work 


Put on the blackboard a map of the region through which 
the caravan would go. 


MEMory Work 


“Only a messenger, yet ready am I 
Swiftly to answer with the prompt reply, 
Master, the message that thou givest me, 
Gladly will I carry, blessed Lord, for thee. 


“Only a messenger, yet honored am I 
Serving the King of kings, the Lord most high; 
Faithful I'll try to be until the end, 
For the God of love is my dear Lord and Friend.” 


SUNDAY SESSION 
THE ARRIVAL IN JERUSALEM 
zta06 221-30 


Tuer MEmory VERSE 


“Jehovah thy God is with thee whithersoever thou 
goest.”—Joshua 1:9. 


THE LEsson SToRY 


King Artaxerxes would have sent a band of his cavalry 
to protect Ezra and his caravan on the way from Babylon to 
Jerusalem, had Ezra felt that it would be right for him to 
ask for such a guard. However, he had told Artaxerxes of 
his dependence upon God; he would prove that trust. 

So, before starting upon the journey, he proclaimed a 
fast, there at the river Ahava, and the people prayed to 
God, asking that he would make a straight way for them, and 
for their little ones, and for all their substance. Ezra then 
gave the treasures which Artaxerxes and his friends had 
intrusted to him, into the care of the priests, weighing them 


374 JUNIOR CHURCH SCHOOL LESSONS 


and making a record of these things; telling the priests to 
guard them because they were sacred. Then, on the twelfth 
day of the first month (March-April) they started on the 
long journey of nine hundred miles. 

It was spring when they started, and they traveled slowly 
across the desert. They arrived in Jerusalem in safety, with 
all their treasures on the first day of the fifth month. Ezra 
7:8, 9. The journey, you see, took three and a half months, 
but they had traveled*in safety. All their lives were safe; 
all their treasures were safe, also. 

For three days after the journey was finished, the travelers 
rested. Then, on the fourth day, Ezra and the twelve priests 
in whose care the treasures had been put, went to the Tem- 
ple, and turned over their charge. All was numbered and 
weighed, and everything was done in a business-like fashion. 
Then, sacrifices to God were made; the king’s letter was 
handed over to the Persian lieutenants and governors, and 
Ezra began the work for which he had come to Jerusalem— 
to lead the people anew to learn of God’s law and to try to 
do his will. 


Puttinc THE Lesson INTO THE LIFE OF THE CLASS 


Fizra felt that the hand of God was upon all those who 
sought him. ‘This is as true in our day as it was in the days 
of Ezra, so long ago. Do you feel that God’s hand guides 
your life? 





Ezra was very particular in the way in which he dealt 
with the possessions of others that had been intrusted to 
him. If you are treasurer of any organization, you should 
feel the same way. If you have borrowed a pencil, or are 
using a book that belongs to your school, you should treat it 
even more carefully than if it were your own. 





Ezra and his party began their journey with fasting and 
prayer. They concluded it with sacrifice and prayer. We, 
too, should begin our undertakings each day by asking God 
to help us; we should end each day by thanking him for his 
protection. 


JUNIOR CHURCH SCHOOL LESSONS 375 


A MorNING AND AN EWENING PRAYER TO UsE 


“TY thank thee, Father, for my rest; 
Help me to-day to do my best. 
Glad and happy would I be, 
So I pray for help from thee. Amen.” 


“T thank thee for the love so true 
That watched o’er me the whole day through. 
Dear Jesus, keep me all this night, 
And wake me with the morning light. Amen.” 


Tre Lesson TRUTH IN YouR LIFE 


Each morning we will ask God’s help for the day, and 
thank him each night for his protection. 


EXPRESSIONAL ACTIVITY 


Find out the value of the treasures which Ezra and his 
party took to Jerusalem. Ezra 8: 25-27. 
Six hundred and fifty talents of silver, WOCt eee ees ? 
Silver vessels (a hundred talents), worth.......- ? 
One hundred talents of gold, worth........ ? 
(A talent of gold was worth $29,374.) 
Twenty golden bowls (a thousand darics), worth....... ? 
(A daric was worth $5.00.) 


How THE Pincrim FATHERS WERE LIKE Ezra AND 
His Party 


You all know the story of the Pilgrim Fathers, and how 
they set out across the stormy Atlantic Ocean, more than 
three hundred years ago, in the little Mayflower. They 
made that journey as did Ezra and his party, for the sake 
of their faith in God, and their desire to do his will. Like 
Ezra’s party, they, too, set out with prayer. They, too, 
trusted in God for protection. They were more than two 
months on the journey, and the little Mayflower was tossed 
about on the rough waves of the sea, as if it had been an 
eggshell. But there, in the little cabin of the boat, the forty- 
four men of the party signed an agreement that in the new 
land they would make good laws and obey them. At last, 
on December 22, 1620, they landed on Plymouth Rock. 
That was the beginning of the colony whose people set an 


376 JUNIOR CHURCH SCHOOL LESSONS 


example which the American people will always hold before 
themselves as an ideal, as true followers of God, ready to 
sacrifice their own wills for his, and to try to do as he 
would have them do. 


“The breaking waves dashed high 
On a stern and rock-bound coast, 

And woods against the stormy sky 
Their giant branches tossed. 


“And the heavy night hung dark 
The hills and waters o’er— 
When a band of exiles moored their bark 
On the wild New England shore. 


“ Aye, call it holy ground, 
The soil where first they trod! 
They have left unstained what there they found— 
Freedom to worship God! 





EXPRESSIONAL SESSION 


RESPONSIBILITY FORTHE POSSESSIONS On 
OTHERS 


Luke 16: 10-12 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


We are all of us responsible to God for those things that 
he intrusts to us, but we are often responsible also to other 
people for things belonging to them which are left in our 
charge. And we can all learn a lesson from Ezra as to the 
way in which we take care of those things which are in- 
trusted to us by others. When the gifts from King Ar- 
taxerxes and from the Jews in Babylonia were handed over 
to him to be taken care of, he was careful and exact; he 
numbered these things; he put them in the charge of those 
who would guard them safely. Then, when the party ar- 
rived in Jerusalem, after the long journey of more than three 
and a half months, the treasures were numbered again; that 
is, a strict accounting was made; and they were handed over 
to those who would care for them in the Temple. Jesus, too, 


JUNIOR CHURCH SCHOOL LESSONS 377 


taught the lesson of strict accountability in one of his 
parables. 

We often have in our care something that belongs to some 
one else. Perhaps it is money, with which our parents have 
intrusted us, to use in some errand for them; perhaps it is 
the books which we use in school, which we do not buy, but 
which are lent to us; perhaps some of us are treasurers of 
some organization. There are many ways in which even 
Juniors are responsible for the possessions of others. We 
should try to be absolutely trustworthy and reliable in all 
these things; to realize the value of other people’s property 
as well as of our own, doing unto others as we would have 
them do unto us. ‘Then, if we are faithful in the little 
things for which we have to be responsible when we are only 
boys and girls, we will be found worthy of greater things 
when we are men and women. 


THE CiLass PRAYER 


Our Father in heaven, help us to be faithful in the things 
for which we are responsible as boys and girls. Then we 
shall prove ourselves worthy of the greater responsibilities 
which come to us as we grow up. In Jesus’ name. Amen. 


VERSES FOR USE IN THE MEETING 


Matthew 22°21: Luke’ 16:2: Romans 13:7; I. Corin- 
Piniseele ol 7 le Limothy. 6120571 Peter 43:10; 


Hymns tTHat May Br UseEpD IN CONNECTION 
WITH THE MEETING 


“Far O’er Yon Horizon.” 

“Jesus, Master, Whom I Serve.” 

“©O Master, Let Me Walk with Thee.” 

“ While the Sun Is Shining.” 

“'True-Hearted, Whole-Hearted, Faithful and Loyal.” 
“ A Charge to Keep I Have.” 


Questions For UsE IN THE MEETING 


1. How did Ezra show himself a responsible steward of 
the possessions of other people? 


378 JUNIOR CHURCH SCHOOL LESSONS 


2. How did the boy David show himself responsible in 
taking Jesse’s present to the army of Saul? I Samuel 
Lal eal Ge O2. 3 

3. How did Joseph show himself responsible? 

4. How can you show yourself responsible, when you 
have in your charge something which belongs to some 
one else? 


Topics For DIscUSSION OR REPORTS 


1. Our Accountability to Others. 

2. Responsibility for the Possessions of Others, Which 
Have Been Intrusted to Us. 

3. Taking Care of Public Property. 

4. School Property, Parks, and Streets. 

5. Stewardship for God and Others. 

6. How a Junior May Prove a Responsible Steward. 


To READ IN THE MEETING 


“So small a sum as a nickle may be the test of a person’s 
honesty.” 





“ce 


... To thine own self be true, 
And it must follow, as the night the day, 
Thou canst not then be false to any man.” 





“Friends, if we be honest with ourselves, 
We shall be honest with each other.” 





“ A treasurer of a young people’s society, scarcely more 
than a boy, was called upon to pay out the money which had 
been collected and placed in his hands, and it was discov- 
ered that it had been used by him in some affairs of his own 
and could not be replaced. The amount was not large in 
this case, and friends quickly made it good; but the young 
treasurer was guilty of taking funds which belonged to 
God.”—J. R. MILER. 


SOMETHING TO Do THIS WEEK 


Be careful and particular with every possession of another 
that is intrusted to you this week. 


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Sola Sree 
Rin. >», 


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Minera? Ve 





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Copyrighted by Harold Copping. Harold Copping. 





EHEMIAHW’S MIDNIGHT RIDE 


CHAPTER XL 
WEEK DAY SESSION 
NEHEMIAH VISITS JERUSALEM 
Nehemiah 1:1 to 2: 16 
Toe Memory VERSE 


“Know ye that Jehovah, he is God: 
It is he that hath made us, and we are his; 
We are his people, and the sheep of his pasture.” 
eb saiin eLU0 23. 


TuE Lesson STORY 


Thirteen years had passed since the return of Ezra and his 
party to Jerusalem—years filled with work and struggles to 
lead the people to realize that they were God’s people, and 
that they should obey him. There were many discourage- 
ments in Jerusalem. Enemies still harassed the people; 
crops were often poor; and even at this time the walls of 
the city were still in ruins, and God’s Temple was exposed 
to the attacks of enemies. 

The Jews in Persia were still interested in affairs in the 
homeland. They kept in touch with things that went on 
there, although there was little chance of communication. 

One of the Jews who was intensely patriotic, although he 
held a position in the court of King Artaxerxes, was Nehe- 
miah, the king’s cupbearer. This young man, the son of 
Hacaliah, served the king by tasting all his food and drink, 
before the king himself tasted it, to show that it was not 
poisoned. 

King Artaxerxes had his winter capital at Shushan, or 
Susa, a beautiful city about a hundred miles from the Per- 
sian Gulf, One day in the month Chislev (November- 
December) 445 B. c., Hanani, the brother of Nehemiah, and 


379 


380 JUNIOR CHURCH SCHOOL LESSONS 

a party of Jews arrived in Susa from Jerusalem. They 
brought with them sad news. The Jews who had returned 
to Jerusalem were in great trouble; the wall was broken 


down, and the gates had been burned. 

When Nehemiah heard this report, he was greatly grieved. 
He was sincerely sorry to find that affairs in Jerusalem were 
in such a state, and his first thought was to ask God’s help in 
the matter. He made a wonderful prayer, confessing the 


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sin of the people, but asking God’s help and mercy for them. 
He determined to go to Jerusalem. He asked that God 
would make the king favorable to him, and allow him to go. 
Four months passed before an opportunity came for 
Nehemiah to speak to the king of what was in his heart. 
Nehemiah had to keep as cheerful as possible in the presence 
of the king, or else Artaxerxes would have become sus- 
picious of him. But at last Nehemiah’s looks betrayed him. 
No longer could he keep his countenance cheerful. The king 





JUNIOR CHURCH SCHOOL LESSONS 381 


and the queen, whom he was serving, spoke of it, and asked 
him what the matter was. 

Before Nehemiah answered the king he quickly said a 
prayer to God, asking that the king look favorably upon his 
request. ‘Then he asked Artaxerxes to allow him to go to 
Jerusalem, and to rebuild the walls of the city. God granted 
Nehemiah’s prayer. Artaxerxes and the queen talked to- 
gether. The king asked Nehemiah how long he thought that 
it would be necessary for him to be absent, and finally 
granted his petition. 

The king showed his favor in many ways. He gave to 
Nehemiah letters to the governors of the regions through 
which he must pass; an order to the royal forester for timber 
for the castle at Jerusalem, for the wall of the city, and for 
a house for Nehemiah himself. 

So Nehemiah set out on his journey with all things favor- 
able. The king gave a military escort; all along the way— 
at Babylon, at Hamath, at Damascus—he would probably be 
entertained at the residences of the governors. His party 
was small, and so he probably made the journey in less time 
than did Ezra or Zerubbabel. 

Nehemiah arrived in Jerusalem in safety. For three days 
he rested, as Ezra had done also, you remember. ‘Then he 
was ready to plan for the work which had brought him to 
Jerusalem. 


HANDWORK AND Map Work 


On page 380 you will find a map of Jerusalem as it was 
at the time of Nehemiah and later. Model the city, particu- 
larly the walls, on the sand table, or put the map on the 
blackboard. Mark the different gates. 


NoreBook Work 


In your notebook write a comparison of the journeys of 
Zerubbabel, Ezra, and Nehemiah. 


Memory WorxK 


Nehemiah was a man of prayer, and God answered his 
prayers. Learn these prayers to say morning and evening: 


382 JUNIOR CHURCH SCHOOL LESSONS 


A Morninc PRAYER 


“Help us to do the things we should, 
To be to others kind and good; 
In all we do in work and play 
To grow more loving every day. Amen.” 


AN EVENING PRAYER 


“Blessed Lord, we thank thee 

For thy care to-day; 
Make us good and noble, 

Take our sins away. 

Bless the friends who love us; 
From all evil keep: 

May thy holy angels 
Guard us while we sleep. Amen.” 

—THomAs Simmons (with alteration). 


SUNDAY SESSION 
NEHEMIAH BUILDS THE WALL 
Nehemiah 2: 17-20; chs. 3, 4 


THE MEMORY VERSE 


“Enter into his gates with thanksgiving, 
And into his courts with praise: 
Give thanks unto him, and bless his name.” 
—Psalm 100: 4. 


THE LESSON STORY 


At first Nehemiah did not tell the people of Jerusalem 
what his purpose was in visiting the city. He wanted to have 
the situation clear in his own mind before he put matters 
before them. f 

So, after he had rested from the journey, he set out one 
night, with a few trusted attendants, to examine the walls. 
They rode for part of the way, but for the rest of the expe- 
dition found that it was necessary to go on foot. 

After Nehemiah had made this survey, he called a meeting 
of the Jewish leaders—the priests, the heads of families, the 
chief workmen, the city authorities. He told them his story 
—how God had led him to come to Jerusalem, and how the 





JUNIOR CHURCH SCHOOL LESSONS 383 


king had helped; he pictured to them the conditions of the 
city, and said that it was a disgrace to them. He was so 
eloquent, and so much in earnest, that at the close of his 
speech the people were ready. As one man they shouted, 
“ Let us rise up and build!” 

The work was apportioned. The priests were to build the 
part of the wall, nearest the Temple; the men of Jericho 
were to build the part of the wall toward their town; many 
of the men were to build the part of the wall nearest their 
own homes. They began to build eagerly. 

However, it was not all easy. The enemy Samaritans and 
Arabians and Ammonites and others tried to prevent the 
work. They plotted against Nehemiah; they ridiculed the 
efforts of the people. 

Nehemiah knew how to stand the attacks of the enemy. 
He prayed to God; he armed the people so that they might 
withstand attacks. He was a strong leader ; the people “ had 
a mind to work” under him. In spite of every hindrance 
the building continued, and in fifty-two days, with all work- 
ing together, the wall was finished in the month of Septem- 
ber. Once more God’s city was protected from the attacks 
of enemies. 


PutTING THE LEsson INTO THE LIFE OF THE CLASS 


_ “Nehemiah accomplished his great task because he put 
first things first. He allowed nothing to draw him aside 
from the thing that God had committed to his hands.” 





God will help all of us who put our best effort into willing 
and loving service for him. 


Work and pray. 





Nehemiah and the people of Jerusalem continued their 
work in spite of opposition. They showed enthusiasm, pa- 
triotism, courage, self-control, energy, readiness to cooperate 
with others. How many of these qualities do you possess? 





Nehemiah and the people of Jerusalem were not afraid of 
ridicule, which is often one of the most difficult attacks to 


384 JUNIOR CHURCH SCHOOL LESSONS 


withstand. When you know that you are right, do not give 
up because others make fun of your efforts. 


THE Lesson TrutTH IN Your LIFE 


Let us try always to “ have a mind ” to work as the people 
of Jerusalem did, and do with all our might what our hands 
find to do. 


EXPRESSIONAL ACTIVITY 


You are building a wall—the wall of character. Be sure 
that the stones you lay are all square and true. Try to do one 
act this week that will be a “square” stone in your foun- 
dation wall, upon which you can build in the future. 


As JosEpHUsS TELLS THE STORY 


Now there was one of those Jews who had been carried 
away captive, who was cupbearer to King Artaxerxes; his 
name was Nehemiah. As this man was walking before Susa, 
the metropolis of the Persians, he heard some strangers that 
were entering the city after a long journey, speaking to one 
another in the Hebrew tongue; so he went to them, and 
asked them whence they came. And when their answer was 
that they came from Judea, he began to inquire of them 
again in what state the multitude was, and in what condition 
Jerusalem was. And when they replied that they were in a 
bad state, for that their walls were thrown down to the 
ground, and that the neighboring nations did a great deal of 
mischief to the Jews, while in the daytime they overran the 
country and pillaged it, and in the night did them mischief, 
insomuch that not a few were led away captive out of Jeru- 
salem itself, and that the roads were in the daytime found 
full of dead men. Hereupon Nehemiah shed tears, out of 
commiseration of the calamities of his countrymen ; and look- 
ing up to heaven, he said, “ How long, O Lord, wilt thou 
overlook our nation, while it suffers so great miseries, and 
while we are made the prey and spoils of all men?” And 
while he stayed at the gate, and lamented thus, one told him 
that the king was going to sit down to supper: so he made 
haste . . . to minister to the king in his office of cupbearer. 
But as the king was very pleasant after supper, and more 





JUNIOR CHURCH SCHOOL LESSONS 385 


cheerful than usual, he cast his eye on Nehemiah, and seeing 
him look sad, he asked him why he was sad. Whereupon he 
prayed to God to give him favor, and afford him the power 
of persuading by his words, and said, “ How can I, O king, 
appear otherwise than thus, and not be in trouble, while I 
hear that the walls of Jerusalem, the city where are the 
sepulchers of my fathers are thrown down to the ground, 
and that its gates are consumed by fire; but do thou grant 
me the favor to go and build its wall, and to finish the build- 
ing of the Temple.” Accordingly the king gave him a signal, 
that he freely granted him what he asked, and told him that 
he should carry an epistle to the governors, that they might 
pay him due honor, and afford him whatsoever assistance he 
wanted, and as he pleased. “ Leave off thy sorrow, then 
(said the king), and be cheerful in the performance of thy 
office hereafter.” So Nehemiah worshiped God, and gave 
the king thanks for his promise, and cleared up his sad and 
cloudy countenance by the pleasure he had from the king’s 
promises. Accordingly the king called for him the next day, 
and gave him an epistle to be carried to . . . the governor 
of Syria, and Phoenicia, and Samaria; wherein he sent to 
him to pay due honor to Nehemiah, and to supply him with 
what he wanted for his building.—JosEPHUs. 


EXPRESSIONAL SESSION 
ENTHUSIASM FOR OUR TASKS 
Nehemiah 2:17, 18; 4:6 
SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


Nehemiah’s enthusiasm inspired the people of Jerusalem 
to work, for after his talk with them, they rose up, shouting, 
“Let us ... build,” and later he tells us that they “had a 
mind to work.” In fact, they worked with such a will that 
in fifty-two days they repaired the wall which had lain in 
ruins for more than one hundred and forty years. Often 
great things are accomplished through an enthusiastic leader. 
If our hearts are in the work that we undertake, we can ac- 
complish much. If we are in earnest in God’s work, we shall 


386 JUNIOR, CHURCH SCHOO LESSONS 


be able to do far more than if we work half-heartedly. Let 
us ask God to kindle in us the fire of enthusiasm such as 
Nehemiah felt, so that we may do much for him and in his 
service. 


THE CLAss PRAYER 


Our Father in heaven, we ask thee to help us to do our 
work for thee whole-heartedly and with enthusiasm. We 
ask thee that our example and our encouragement may help 
others also to be enthusiastic for the right. Amen. 


VerRSES FoR USE IN THE MEETING 


Psalm 69:9; 119: 139; Ecclesiastes 9:10; Isaiah 59:17; 
Johnvacl 7g al le @orinthians e272: 


Hymns tTHat May Bs USED IN CONNECTION 
WITH THE MEETING 


“ Work, for the Night Is Coming.” 

“ Now in the Days of Youth.” 

** Stand Up, Stand Up for Jesus.” 

RaVAICLOLY. a 

“Quit You Like Men.” 

“Let Us Be Up and Doing.” 

* Ready for Service.” 

“ True-Hearted, Whole-Hearted, Faithful and Loyal.” 


QuEsTIONS FoR USE IN THE MEETING 


1. How did Deborah encourage Barak to do God’s work? 
Judges 4: 14. 

2. How did Joshua encourage the people of Israel in 
their battle with the Amorites? Joshua 10: 12-16. 

3. In what way did David show his enthusiasm for build- 
ing a house for the worship of God? 

4. How did Solomon, inspired by the enthusiasm of his 
father, complete the work which David planned? 

5. How did John the Baptist’s fire and earnestness in- 
spire the first followers of Jesus? John 1: 35-42. 

6. How did the enthusiasm of Philip the disciple lead 
Nathanael to become a disciple of Jesus? John 1: 45-49, 





JUNIOR CHURCH SCHOOL LESSONS 387 


Topics For DIscUSSION OR REPORTS 


The Enthusiasm of Peter for the Work of Christ. 
Paul’s Enthusiasm in Carrying the Message of Jesus. 
Enthusiasm for Good Work. 

Enthusiasm for God’s Work. 

Inspiring Others with Enthusiasm. 

Enthusiasm in Missionary Work To-Day. 


ame RON ex 


To READ IN THE MEETING 


“ Nothing great was ever achieved without enthusiasm.” 


Put your whole heart into everything that you do, and 
you will find that you will win the interest of others, and 
succeed in your undertaking. 





“Enthusiasm is the steam of the human engine—the elec- 
tric current that moves to action.” 


Be careful to “carry through” the task which you begin 
with enthusiasm. “ Do not begin a job with a hurrah, and 
finish it with an excuse.” 


“ Successfully to accomplish any task, it is necessary not 
only that you should give it the best there is in you, but also 
that you should obtain for it the best there is in those under 
your guidance.” 


“Somebody said it couldn’t be done, 

But he with a chuckle replied 

That ‘maybe it couldn’t,’ but he would be one 
Who wouldn’t say so till he tried. 

So he buckled right in with the trace of a grin 
On his face. If he worried he hid it. 

He started to sing as he tackled the thing 
That couldn’t be done, and he did it.” 


SoMETHING TO Do Tuts WEEK 


Find out the story of a man or a woman who has been an 
enthusiastic leader in God’s work, and write his or her story 
in your notebook. 


CHAPTER XLI 
WEEK DAY SESSION 
EZRA TEACHES THE LAW 
Nehemiah, chapter 8 


Tore MEMory VERSE 


“ For Jehovah is good; his lovingkindness endureth for ever, 
And his faithfulness unto all generations.”—Psalm 100: 5. 


THE LEsson STORY 


The repairing of the wall of Jerusalem was completed on 
the twenty-fifth day of September (Elul, the sixth month) 
amid great rejoicing. On the first day of the seventh month, 
Ethanim or Tishri, came the feast of trumpets, the Jewish 
civil new year’s day, and on that day, at the request of the 
people, Ezra called them together, to hear the law of God. 

It had been more than thirteen years since Ezra had re- 
turned to Jerusalem. During that time he had been copying 
the book of the law, and working to make it ready for the 
people. Now they assembled eagerly to hear it read, for the 
Jews wanted to know God’s will, and to do it. 

On the hill Ophel, near the water gate, through which 
water was brought into the city, was a large, open square. 
Here the people assembled—men and women and all the 
children old enough to hear with understanding—in the early 
morning of that new year’s day, after the repairs on the 
wall of the city had been completed. They knew something 
of the law, but for many years they had not heard it read. 
Many of the younger people had never heard it at all. 

Ezra and six other scribes had prepared to instruct the 
people. A sort of raised wooden pulpit had been built, and 
the people gathered around this. Ezra rose. He opened the 
book of the law. He blessed the Lord, and all the people 
answered, “ Amen,” and worshiped God. 

Ezra and the other scribes took turns in reading. ‘They 


388 


——S ee eS ee OO 


JUNIOR CHURCH SCHOOL LESSONS 389 


read from morning until midday, slowly and distinctly, ex- 
plaining the words which they read, telling the meaning of 
the law. It was the first Bible school. The people stood 
there listening. They knew as they heard the reading that 
they had not done God’s will. They mourned and wept for 
their sins. 

Nehemiah, the governor, and Ezra saw that the people 
were truly sorry for their disobedience. They knew, too, 
that one of the reasons for their disobedience was that they 
had not known God’s law. So they went among the people, 
urging them not to mourn longer for their sins of the past, 
but to try to do better in the future, now that they knew 
God’s will for them. They urged them to go home and to 
feast and to make merry, to share their good things with 
others who did not have so much; to show their repentance 
by future obedience. This day was holy unto the Lord, they 
said. The joy of the Lord was their strength. 

The people did as their leaders commanded. On the next 
day they assembled again, and again the law was read and 
explained to them. 

During this time they learned of the feast of tabernacles, 
which had been forgotten. They learned how it had been 
celebrated from the days of Joshua, for many years. It was 
just at this time of the year, for it began on the fifteenth 
day of the seventh month, and lasted seven days, so they 
determined to celebrate this feast. 

The feast of tabernacles was a harvest festival. During 
the seven days which it lasted, the people lived in booths, in 
memory of the time of the wilderness journey, when the 
Children of Israel had lived in this way. 5o now messengers 
were sent through all the cities of the land, to obtain olive 
branches and palm branches and pine and myrtle, and once 
more the people built for themselves booths, where they 
dwelt for seven days, as their ancestors had done in the past. 
On the eighth day there was a solemn assemblage, as the 
law decreed. Once more God’s people were trying to live 
according to his law. 

After this time the Jewish people were the “ people of a 
Book.” ‘They guided their lives in every way by the law. 
Never after this time did they worship any god but the true 
God, Jehovah. 


‘6 


390 JUNIOR CHURCH SCHOOL LESSONS 


Tue First SuNDAY SCHOOL OF MopERN TIMES 


Probably you would not have thought it a Sunday school 
at all. It was about the year 1780, in the city of Gloucester, 
in England. Robert Raikes, a Christian printer, was 
troubled as he went through the streets on Sunday, to see 
the boys and girls passing their time in “ noise and riot, play- 
ing chuck, cursing and swearing.’ He determined to do 
something about it. He employed four women who were 
already teachers in the day schools, then called “dame 
schools,” to teach such children as he could gather together. 
For a shilling a week the pupils in this school were taught 
reading and the Church catechism. 

These children showed such improvement in their conduct 
that they attracted the attention of the newspapers and 
magazines, and soon Queen Charlotte of England became 
interested in the work. So the Sunday school had its begin- 
ning in England. In the United States, the first permanent 
Sunday school of which there is authentic record was the 
First Day, or Sunday, School Society formed in Philadel- 
phia in 1791. It was composed of pupils of several differ- 
ent denominations, including the Society of Friends. To-day 
there are more than 1,361,000 pupils in the Presbyterian 
Sunday schools of the United States alone. 


HANDWORK 


Make a scroll “book,” such as you have made several 
times before, and write on it the names of the teachers of 
the first Bible school, and the founder of the first modern 
Bible school. 


NotTEBooK WorK 


Tell in your own words the story of Ezra and the reading 
of the law. 


MrEmMory WorkK 
Learn Psalm 19: 7-14. 


The law of Jehovah is perfect, restoring the soul: 
The testimony of Jehovah is sure, making wise the simple. 


JUNIOR CHURCH SCHOOL LESSONS 391 


The precepts of Jehovah are right, rejoicing the heart: 
The commandment of Jehovah is pure, enlightening the eyes. 
The fear of Jehovah is«  n, enduring for ever: 

The ordinances of Jehovan are true, and righteous altogether. 
More to be desired are they than gold, yea, than much fine gold; 
Sweeter also than honey and the droppings of the honeycomb. 
Moreover by them is thy servant warned: 

In keeping them there is great reward. 

Who can discern his errors? 

Clear thou me from hidden faults. 

Keep back thy servant also from presumptuous sins; 

Let them not have dominion over me: 

Then shall I be upright, 

And I shall be clear from great transgression. 

Let the words of my mouth and the meditation of my heart 
Be acceptable in thy sight, 

O Jehovah, my rock, and my redeemer. 


How You May HEtp to MAKE THIs SCHOOL THE BEST 
ScHOOL IN "LOWN 


Come regularly. 

Do your work faithfully. 
Be on time. 

Bring new pupils. 


SUNDAY SESSION 
THE PROPHET MALACHY 
Malachi 3: 1-3, 8-18 
THE MrEMory VERSE 


“ Bring ye the whole tithe into the store-house, that there 
may be food in my house, and prove me now herewith, saith 
Jehovah of hosts, if I will not open you the windows of 
heaven, and pour you out a blessing, that there shall not be 
room enough to receive it.”—Malachi 3: 10. 


Tur Lesson STORY 


At about the time when Ezra and Nehemiah were working 
in Jerusalem, there was a prophet who warned and advised 
the people what they should do. This was Malachi—a name 
which means “my messenger ’’—the last prophet of the 


392 JUNIOR CHURCH SCHOOL LESSONS 


Old Testament. We know nothing of Malachi’s history, but 
in his prophecy there are many messages even for the people 
of to-day. 

His words were probably spoken at a time when the people 
were much discouraged. ‘They had returned from the Exile 
to find Jerusalem far different from the city of their dreams. 
They were unhappy as they compared it with the city of 
Solomon’s time, of whose glory they had heard so much. 
They felt that perhaps God did not care for them after all. 

Then Malachi spoke out. He told the people that in many 
ways they had not honored God; he warned them that be- 
cause of their selfishness and wickedness, God would not 
accept their offerings. There would be purer sacrifices 
which showed love more truly, among the Gentiles, and the 
heathen. The Jews had robbed God. If they brought to — 
him true service, he would open the windows of heaven, and 
pour out a blessing upon them so great that there would not 
be room enough to receive it. “ Bring ye the whole tithe into 
the store-house,” he said, “that there may be food in my 
house, and prove me now herewith, saith Jehovah of hosts, 
if I will not open you the windows of heaven, and pour you 
out a blessing, that there shall not be room enough to 
receive it.” 

Malachi foretold, too, of the coming of the “sun of right- 
eousness ’—the Saviour of the world—and of the messenger 
who would prepare the way before him. He prophesied of 
the coming of the great Day of Judgment when God should 
reward the obedient, and punish those who had dis- 
obeyed him. 

Malachi lived more than four hundred years before Christ. 
He was the last of a long line of prophets who had spoken 
God’s will to the Jewish people. After his time they had 
God’s written Word, the law, to guide them. ‘They were to 
follow its rules. 


PuTTING THE Lksson INTO THE LIFE OF THE CLASS 
TRACHINGS OF MALACHI WHICH ARE USEFUL FOR US TO-DAY 


Missionary Teaching. We should help to spread the 
knowledge of God through the world. “ For from the rising 
of the sun even unto the going down of the same my name 





JUNIOR CHURCH SCHOOL LESSONS 393 


shall be great among the Gentiles ; and in every place incense 
shall be offered unto my name, and a pure offering: for my 
name shall be great among the Gentiles.”—Malachi 1: 11. 

Stewardship Teaching. We should be faithful stewards 
of God. “ Bring ye the whole tithe into the store-house, that 
there may be food in my house, and prove me now herewith, 
saith Jehovah of hosts, if I will not open you the windows of 
heaven, and pour you out a blessing, that there shall not be . 
room enough to receive it.”—Malachi 3: 10. 

Preparing for the Future. We should so live that we shall 
not fear the Day of Judgment. “ And he will sit as a refiner 
and purifier of silver, and he will purify the sons of Levi, 
and refine them as gold and silver; and they shall offer unto 
Jehovah offerings in righteousness.”—Malachi 3: 3. 

“And they shall be mine, saith Jehovah of hosts, even 
mine own possession, in the day that I make; and I will 
spare them, as a man spareth his own son that serveth him.” 
—Malachi 3: 17. 

“For, behold, the day cometh, it burneth as a furnace; and 
all the proud, and all that work wickedness, shall be stub- 
ble; . . . But unto you that fear my name shall the sun of 
righteousness arise with healing in its wings.’—Malachi 


A eRZ: 


THE Lesson TrutTH IN Your LIFE 
Let us try to obey God, serving him and loving him, hon- 
estly and whole-heartedly, so that we shall be approved upon 
the Judgment Day. 
EXPRESSIONAL ACTIVITY 


Talk over with your teacher the subject of tithing, or of 
giving a tenth of your time and your money to God. Then 
do it. 


EXPRESSIONAL SESSION 
KNOWING GOD’S LAW AND DOING IT 
Psalm 19: 7-14 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 
After the time of Ezra, the Jews were known as “the 


394 JUNIOR CHURCH SCHOOL LESSONS 


people of a Book.” They studied faithfully the parts of the 
Bible which they had; they wrote interpretations of it; many 
of them spent their lives in studying it. Though they added 
to the laws which God had given to them many laws of their 
own, we would do well to follow their example in studying 
the Book, and trying to understand God’s will for us as it is 
given there. We know more of God’s will than did the 
people of Ezra’s time, for we have the New Testament as 
well as the Old Testament ; we have the life of Jesus as an 
example to follow. 

As we study God’s law, we see that it touches our lives in 
every way. It shows us how to live aright in the sight of 
God and of our fellow men. Let us ask God to help us to 
read and understand his law of life as given in the Bible. 


THE CLAss PRAYER 


O God, we know that thou wouldest have us grow as Jesus 
grew, advancing “in wisdom and stature and in favor with 
God and men.” We can do this if we know and do thy law. 
Help us then, we pray thee, to know and to do thy 
law. Amen. 


VERSES FoR USE IN THE MEETING 


Psalm 119:2, 105; Luke Ll: 28; John#5- 393" @olossiane 
On | Ona) ainecelerecar y 


Hymns THAT May Bg USED IN CONNECTION 
WITH THE MEETING 


“Oh, How Love lL [hy awe 
“O Word of God, Incarnate.” 
“A Glory Gilds the Sacred Page.” 
“Upon the Gospel’s Sacred Page.” 


QUESTIONS FoR USE IN THE MEETING 


1. When and how was God’s law given to the Children 
of Israel? 

2. How was it cared for by the people of Israel? 

3. How did Joash and Josiah and Jehoiakim treat God’s 
law? 


JUNIOR CHURCH SCHOOL LESSONS 395 


What did Ezra do in regard to the law? 
How can we know God’s law? 
How can we obey God’s law? 


Cre 


Topics FoR DiscussION oR REPORTS 


The Law of God Given to Moses. 
The Law in Old Testament Times. 
The Law in New Testament ‘Times. 
Ezra and the Law. 

The People of a Book. 

The Law of God To-Day. 

Knowing God’s Law, and Doing It. 


Pe bata aoe 


To READ IN THE MEETING 


Psalm 119 is a long psalm of one hundred and seventy-six 
verses. Yet all but two of these verses mention God’s law, 
and tell of the feeling of the psalmist about it. It was a 
light to his path, and a guide which he loved. 





“Tow shall the young secure their hearts, 
And guard their lives from sin? 
Thy Word the choicest rule imparts, 
To keep the conscience clean.” 





The Bible is perfect law, sure testimony, right precept, 
pure commandments, clean fear, true judgments, richer 
than gold, sweeter than honey, friendly warning, great 
reward. 





To make the Bible our own, we must read and study it; 
put its truth into our words and into our living. 





“Apply thyself wholly to the Scriptures, and the Scrip- 
tures wholly to thyself.” 


“We search the world for truth; we cull 
The good, the pure, the beautiful 
From graven stone and written scroll, 
From all old flower fields of the soul; 
And, weary seekers of the best, 
We come back laden from the quest, 
To find that all the sages said 
Is in the Book our mothers read.” 


396 JUNIOR CHURCH SCHOOL LESSONS 


SoMETHING TO Do THIS WEEK 


Go over Psalm 119 very carefully, and make a list of the 
words that are used there to mean God’s Word, the Bible— 
such words as statutes, testimonies, judgments. Make a 
list of these, and be able to tell which verses of the psalm do 
not have such a word. 


COAPT B Rex LT 
WEEK DAY SESSION 
THE STORY OF THE MACCABEES 
Hebrews 11: 13-31 
THE Mrmory VERSE 


“Therefore let us also, seeing we are compassed about 
with so great a cloud of witnesses, lay aside every weight, 
and the sin which doth so easily beset us, and let us run with 
patience the race that is set before us. Hebrews 12: Ik 


Tue LEsson Story 


After the days of Ezra and Nehemiah many changes came 
to the Jews, as well as to the other people of the world. The 
time of history of which we have written records had come, 
and the nations of Europe were beginning to play a part in 
the world. A new struggle for world supremacy began. 

Before this time the rulers of the world had been the 
Egyptians, or some of the peoples of Asia, such as the Assyr- 
jans, or the Babylonians, or the Persians. Now a new na- 
tion was rising into power, west of Persia. Greece, in 
Europe was, coming to the fore. In 490 B. c., the Persians 
had been defeated by the Greeks at Marathon. A little later 
they had met defeat again at the naval battle of Salamis. 
Then, in the year 336 B. c., Alexander, the twenty-year-old 
son of Philip of Macedon, in northern Greece, became the 
king of Greece. In 334 B. c., he started out to conquer Persia 
and the East, and in three battles with the Persians he was 
completely victorious. “ Persia soon lay at his feet. With 
tireless energy he pressed eastward to India, and south to 
Egypt. The entire civilized world of antiquity fell before 
his army, and all countries offered him homage as the great- 
est conqueror that the world had ever seen.’ 


397 


398 JUNIOR CHURCH" SCHOOU LESSONS 


But Alexander did not live to be an old man. He died 
when he was only thirty-three years old, and his empire soon 
fell to pieces. Judea at first fell into the power of Egypt. 
Later it was annexed to Syria, and in 175 B. c., Antiochus 
Epiphanes became the ruler. Under his rule, the fashions 
of the Gentiles were introduced among the Jews. Antiochus 
disregarded all the religious rites and ceremonies of the 
people. “After gaining a victory in a war with Egypt, 
Antiochus returned to Jerusalem and entering the Temple 
took away the golden altar, and the candlestick, and all the 
sacred gold and silver vessels and much hidden treasure. 
He set up the Greek Zeus in the Temple court, desecrated 
the altar of the Jews, and issued the command that all 
people of every nation forsake their own, and worship at 
that altar. The Jews were forbidden to keep the Sabbath 
or any of their holy days. ... The book of the law was 
forbidden, and if copies were found, they were burned. 
Jews disobeying any of these commands were tortured and 
put to death.” 

Finally there was a great massacre of the Jews. Some of 
the people would no longer endure this state of affairs, and 
an old priest named Mattathias led a revolt against Anti- 
ochus. He, with his five sons, and a little band of faithful 
and courageous Jews fled to the mountains, where, as had 
David before them, they gathered together an army of those 
who would not stand longer for foreign oppression. After 
two years Mattathias died, and his third son, Judas, became 
the leader of these faithful men. This man, Judas, received 
the name ‘“‘Maccabeus,” which means “hammer,” because he 
won his successes by a series of sharp, unexpected attacks 
upon the troops of the Syrian ruler. Another reason given 
for the name is that in battle he wore a cap whose peak 
looked like a hammer. 

Again and again Judas and his band swooped down upon 
the enemy, and finally, in 165 B. c., they took Jerusalem and 
cleaned and rededicated the Temple. Then, for eight days, 
they held a celebration which has been known and celebrated 
ever since as “ the feast of lights.” 

Judas Maccabeus fell in battle in 160 8. c., and his 
younger brother Jonathan, who was already high priest, 
became the leader of the army. 


ee a a ee ee ee ee 


JUNIOR CHURCH SCHOOL LESSONS 399 


The family of the Maccabees ruled in Jerusalem from 
166 B. c. until 37 B. c. In the meantime, the supremacy of 
Greece had yielded to that of Rome, and Judea came under 
the control of the new world conqueror. It was ruled by 
Rome at the time of the birth of Jesus and during his life, 
and for many years afterwards. The rule of the Maccabees 
was the last period of independence which the Jews enjoyed. 
Ever since those days they have been under the control of a 
foreign power, and scattered over all the world. 


Tur APOCRYPHA 


The story of the.Maccabees is not found in the Bible, but 
is in a book called the Apocrypha. This is an old collec- 
tion of Jewish stories and history, some of them valuable, 
but not “the sacred writings,” as the Bible is. Some of the 
most important sections of the Apocrypha are the four 
books of the Maccabees; the two books of Esdras; and 
Kcclesiasticus. 


HANDWORK 


Complete any handwork that you have failed to do during 
this course, and prepare for an exhibit. 


NoteBook WorRK 


Write the story of the Maccabees in your notebook, and 
complete any unfinished work. 


Memory WorkK 
Learn the words of the following old hymn: 


“Faith of our fathers! living still 
In spite of dungeon, fire and sword, 
Oh, how our hearts beat high with joy 
Whene’er we hear that glorious word: 
Faith of our fathers, holy faith! 
We will be true to thee till death. 


“Our fathers, chained in prisons dark, 
Were still in heart and conscience free; 
And blest would be their children’s fate 
If they, like them, should die for thee. 


400 JUNIOR CHURCH SCHOOL LESSONS 


“Faith of our fathers! God’s great power 
Shall win all nations unto thee; 
And through the truth that comes from God 
Mankind shall then indeed be free. 


“Faith of our fathers! we will love 
Both friend and foe in all our strife, 
And preach thee, too, as love knows how 
By kindly word and virtuous life.” 


be 


Jupas Maccas2us 


“Mighty and strong even from his youth up.” These 
were the words with which the dying Mattathias had recom- 
mended Judas for the leadership; and as more than mighty 
and strong, as tender and true, he became the darling of all 
who were lovers of country and creed. “In his acts he was 
like a lion, and like a lion’s whelp roaring for his prey ” 
(1 Maccabees 3:4). But the words in which the panegyric 
closes tell in simple pathos of more than soldierly might, 
“He received unto him such as were ready to perish” (1 
Maccabees 3:9). Very touching and very suggestive in 
their simplicity. They bring before us at once the extremity 
of the national peril, “those that were ready to perish,” and 
the saving work of the leader’s life—‘ he received” them, 
putting around them the great arms of his loving strength. 
His deeds read like a romance, and did we not know what 
men inspired by love of faith and fatherland can do, they 
would be incredible. As Cromwell out of raw peasants made 
the “ Ironsides,”’ and as Clive out of the sweepings of the 
jails made the men who endured at Arcot and triumphed at 
Plassey, so Judas from the fugitives of the hills formed 
an infantry whose steady discipline, inspired by religion, 
breasted and broke, at odds of ten to one, the trained troops 
of a mighty king. Under him they learned to count neither 
the number of their friends nor the number of their foes, 
but with the Hammer at their head, to go straight on.— 
“ BETWEEN THE TESTAMENTS,” By CHARLES M. GRANT. 


—— 


PUNTO, CHURCH. SCHOOL LESSONS 401 


SUNDAY SESSION 
APPS Ries Oe Ae MEE 
Hebrews 11: 1, 32-40 
THE MrEMory VERSE 


“This is the victory that hath overcome the world, even 
our faith.”—I John 5: 4. 


Tue LkEsson STORY 


When Judas and his small army were preparing to go 
against the huge force of the Syrians, numbering forty- 
seven thousand men, they were in many ways like Gideon 
of old. You remember how Gideon, at God’s command, had 
sent home those who were afraid, and had tested his men 
until there were only three hundred to fight against the huge 
host of the enemy. Now Judas had only six thousand men 
to fight for him. But as did Gideon’s forces, they trusted 
God and were obedient. They were at Mizpah in the moun- 
tains. In preparation for the battle they fasted all day; they 
put on sackcloth; they sprinkled ashes upon their heads. 
They spread out before the Lord the book of the law which 
they had been forbidden to possess, and in which the heathen 
had painted likenesses of their idols. They brought to the 
Lord offerings—the first fruits and the tithes which there 
Was no one to receive, saying: “ What shall we do with these, 
and whither shall we carry them away? For the sanctuary 
is trodden down and profaned, and thy priests are in heavi- 
ness and brought low. And lo, the heathen are assembled 
together against us to destroy us: what things they 1m- 
agine against us, thou knowest. How shall we be able 
to stand against them, except thou, O God, be our help?” 

Then Judas arranged his army. He sent home those who 
were afraid, as Gideon had done before him, so reducing his 
force to three thousand men. He moved south, and trusting 
in God, won a great victory. He advanced toward Jeru- 
salem, and the next year entered the city. 

So Judas and his men lived a life of faith, and conquered 
by faith. They trusted in God’s power to help them, and 
they depended upon him. 


402 JUNIOR CHURCH SCHOOL LESSONS 


We, too, who live in the present day have battles to fight. 
We, too, must trust in God, as did so many of the heroes of 
the past. We must live by faith, too, as did Abraham and 
Jacob and Nehemiah and Judas Maccabeus, and the rest. 
If we decide whole-heartedly and earnestly to serve God, and 
to be his followers, we will be ready to add our names to the 
list of those who have in so many ages of the world lived by 
faith and stood boldly for Christ and for the right. 


as 


PuTttinc THE Lk¥sson INTO THE LIFE OF THE CLASS 
Trust in God, and do the right. 





God wants his followers to show their faith in him by de- 
claring their belief in him openly. 





We show our faith in God openly, by becoming members 
of his Church. 





“T believe in God the Father Almighty, Maker of heaven 
and earth: And in Jesus Christ, his only Son, our Lord.” 
We show our faith in God the Father and in Jesus the Son 
in the lives that we live, and in trying to do God’s will. 





God wants us to be faithful to him even to death. Per- 
haps we shall not have the opportunity to die for him, as did 
so many men and women in the past. But we can show our 
faith by living for him. 





Men and women of to-day could hardly live if they did 
not have faith and confidence in one another. You have 
faith in your doctor; you have faith that your mother will 
do as she promises. Let us have faith in God that he will do 
what he promises, and we will find that our faith is justified. 





“ Jesus Christ makes of our faith in God a reality because 
he shows us the way his own faith in his heavenly Father 
brought him the fullest and noblest kind of daily living. His 
whole life and teaching show us the possibility of living in 
happy harmony of purpose and work with our heavenly 
Father. Jesus Christ had not only faith in“his Father but 


es ee ee ee ee eee eee 


JUNIOR CHURCH SCHOOL LESSONS 403 


in himself. He said again and again, ‘1 do always the things 
that are well pleasing to him,’ and he said this because he 
also said, ‘I and my Father are one.’ You see, through his 
life and teaching we learn from Jesus Christ that faith is not 
just a pleasing sentiment; it is a rule to live by and to live 
with day by day. Faith in ourselves, faith in our neighbors 
and friends, and above and beyond everything else, faith in 
God as Father and Friend will help us to live as Christ 
lived.”—Living at Our Best. 


THE Lesson TrRutH IN Your LIFE 


Let us show our faith in God and in Jesus Christ by the 
way in which we love and trust him. 


EXPRESSIONAL ACTIVITY 


Try to find examples of faith in our fellow human beings. 

Look for examples of faith in God. 

Then show your faith in God by coming out openly on 
his side. 


EXPRESSIONAL SESSION 
THE VISION OF LIFE 
Proverbs 29: 18 


SUGGESTIONS FOR THE LEADER’S OPENING ADDRESS 


As we look forward into the future, we see a vision of 
what we hope that our lives will be. We want to be good 
men and women; we want to do our work in the world faith- 
fully and well; we want to do the work that God would have 
us to do. We know that the Bible tells us that where there 
is no vision the people perish. Many people live only for the 
present, not thinking of the better life to come. But we want 
ourselves and all the people of our nation to be people of 
vision. We want to desire the best, and to devote our lives 
to the best—and the Best is God. We want to be ready to 
give ourselves and our lives to his service, as did the heroes 
of the past, and as so many heroes of the present are doing. 
We are only Juniors, but even now we can plan for our life 


404 JUNIOR CHURCH SCHOOL EERSSONS 


work. Whether we are missionaries or preachers or busi- 
ness men and women, or housewives, or whatever we may be, 
we can do all that we do to the glory of God. Let us ask 
God to help us in this. 


THE CLAss PRAYER 


Our Father in heaven, help us to see the future in the true 
light, and to plan our lives with the thought of thee guiding 
us. May thy Word be% lamp to our feet. Help us to take 
the right path, we ask thee. Amen. 


VERSES FOR USE IN THE MEETING 


Joshua 24:15; I Samuel 3:1; Joel 2:28; I Corinthians 
12: 27-31; Hebrews 11. 1. 


Hymns THAT May Bg USED IN CONNECTION 
WITH THE MEETING 


“OC Master Workman of the Race.” 
“ Dear Master, in Whose Life I See.” 
“Take Myilitesandsietaltabers 

“ Move Forward.” 

“ Forward! Be Our Watchword.” 

“ Forward, Singing Glory.” 


QUESTIONS FoR USE IN THE MEETING 


How did the boy Samuel prepare for his life work? 
How did the boy David prepare for his life work? 
How did George Washington prepare for his future? 
How did Abraham Lincoln do this? 
How can you best prepare for your life work? 
What should guide you in your choice of life work? 
Does God want us all to be preachers? doctors? mis- 
sionaries? (I Corinthians, chapter 12.) 

8. Name some ways in which God points out to us our 
life work. 


! 
NDB ON 


Topics For DiscussIoN or REPORTS 


1. Choosing Our Life Work. 
2. The Vision of the Future. 


JUNIOR CHURCH SCHOOL LESSONS 405 


Great Dreams and Great Deeds. 
God Guiding Our Decision. 

The Greatest Decision of All. 
Giving Our Talents to God. 
Dreaming and Doing. 


SN eat ear 


To READ IN THE MEETING 


“OQ Thou who dost the vision send 

And gives to each his task, 

And with the task sufficient strength, 
Show us thy will, we ask; 

Give us a conscience bold and good, 
Give us a purpose true, 

That it may be our highest Joy, 
Our Father’s work to do.” 





“The youth who does not look up, will look down; and 
the spirit that does not soar is destined perhaps to grovel.” 





“Tn the springtime, be able to see the harvest.” 





“Think of Columbus and Galileo! Think of Admiral 
Peary, or General Goethals! . . . Every inventor, whether 
he is a boy making a little water wheel that will turn in a 
brook, or a man who sees a new kind of machinery which 
will make adventure in the air safer and swifter; it matters 
not! The boy inventor and the great scientist alike have 
faith in the substance of things hoped for, and more than 
hoped for. The vision is there, the vision which they pur- 
pose to materialize through physical forces into reality.” 





A LOoFtTiER RACE 


“These things shall be—a loftier race 
Than e’er the world shall rise 
With flame of freedom in their souls, 
And light of knowledge in their eyes. 


“They shall be gentle, brave, and strong 
To spill no drop of blood, but dare 
All that may plant man’s iordship firm 
On earth, and fire, and sea, and air. 


406 JUNIOR CHURCH SCHOOL LESSONS 


“Nation with nation, land with land, 
Unarmed shall live as comrades free; 
In every heart and brain shall throb 
The pulse of one fraternity.” 


SOMETHING To Do T'HIs WEEK 


Think seriously about the question of a choice for the 
future. If you have not yet made the greatest choice of all 
—the decision for Christ—think about that choice first of all. 





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